Four business professors at a state university in the Midwestern United States launched a collaborative learning project grounded in cognitive learning theory and knowledge convergence theory with the objective of assessing student learning gains in cross-functional knowledge (CFK), course-related knowledge (CRK), and overall satisfaction with this teaching approach. The project involved the start-up and operation of an entrepreneurial campus lunch delivery service from local restaurants to university faculty, students, and staff. A total of 46 students participated in the project, and comprised seven groups across four business courses: Strategy, Project Management, Marketing Promotion, and Marketing Research. A survey instrument was developed comprising 21 items. Survey results indicated significant increases in cross-functional and course-related knowledge, and in student involvement and teamwork when using this cross-functional, multicourse approach to an entrepreneurial endeavor.