Higher education is challenged to produce innovative, collaborative and interdisciplinary knowledge in response to increasing social demands. Faculty are often ill-prepared to engage in such work, raising questions as to the balance between disciplinary identity and interdisciplinary engagement. This article examines the experiences of 40 students enrolled in an interdisciplinary PhD programme. How might scholars embarking on their academic career develop an interdisciplinary identity? The data suggest the importance of a strong disciplinary foundation, an understanding of the integrative process, the recognition of interdisciplinary outcomes and the ability to participate in collaborative research. The conclusions offer insight into how faculty and doctoral students might conceptualise interdisciplinary education.