Many major funding organizations, policymakers, government agencies, and other higher education stakeholders want higher education to encourage interdisciplinary learning so that students graduate with the requisite skills to take on complex jobs in science, policy, business, and industry. Calls for this kind of change have been most urgent within the science, technology, engineering, and mathematics (STEM) fields; they are key to America's capacity to maintain its global economic position, yet their enrollments have been shrinking in recent years. Studies have demonstrated that students with exposure to interdisciplinary learning experiences tend to be retained as majors, as well as gaining preparation for successful careers and life in the 21st century. Project Kaleidoscope (PKAL) has been looking at systemic ways to create interdisciplinary teaching and learning environments. Like the National Academies report, PKAL thinks that campuses across the country have not created environments hospitable to interdisciplinarity. In this article, the authors highlight research conducted on one of the major projects facilitated by PKAL: Facilitating Interdisciplinary Learning (FIDL), funded by the W.M. Keck foundation. This project is among the largest to examine the facilitation of interdisciplinary learning. The authors report on the lessons learned from this initiative in how to bring interdisciplinary learning to scale. First, they briefly review the institutionalization theory that they used to frame their findings. (Contains 1 figure.)