This study chronicles learning from faculty who designed and delivered collaborative, problem-based learning courses that anchor a one-year MBA emphasizing sustainability. While cultivating the application of learning across the curriculum, the authors engaged MBA students in solving complex, real-world sustainability challenges using a pedagogical emphasis on nurturing creativity via double-looped learning, meaningful self-directed assessment, and professional development coaching. While such collaborative problem solving offers tangible benefits for all stakeholders, implementing the necessary pedagogy can be challenging. However, the value for students (and faculty) includes improved skills in framing complex problems, first-hand insight into emerging business challenges, increased cross-discipline integration. Moreover, it offers a proving ground for applying emerging theories and analytical tools and models in the decision sciences. In addition, instructors gain new perspectives on their disciplines while exploring innovative avenues for cross-functional research, publication, and the documentation of assurance of learning. For corporate partners, benefits include creative solutions and feasible recommendations for cutting costs, enhancing competitiveness, and applying best practices. We propose directions for integrating curriculum and for gaining institutional support and investment to overcome resistance to changing course content and delivery.