Teacher Student relationship;This article examines the relationship between interdisciplinary curriculum and student outcomes. In this inquiry, the author uses data collected during a two-year ethnographic study of six courses in a general education reform at Southwestern University (all names are pseudonyms), a research university with a diverse student population. It is a case study of a team-taught, interdisciplinary course, Movements of the 1960s, which examines the institutional context, the curriculum, and samples of student writing in order to address the question, "What is interdisciplinary curriculum in practice?" This question is informed by a sociocultural perspective of the curriculum (Erickson, 1986). What the author seeks to understand is the meaning that is produced in the day-to-day interactions among students, teacher, and knowledge. The faculty who designed Movements of the 1960s intended to provide breadth, depth, and synthesis. However, the outcomes differed significantly from the claims made by the reform proposal and those appearing in the literature on interdisciplinary curriculum. The author's argument is that the course's outcomes were the product of an institutional culture that privileges research over teaching.