Pre-service teachers often learn to teach in siloed methods courses despite evidence that interdisciplinary pedagogies benefit elementary school students. To address this discrepancy, six teacher educators initiated a two-year self-study to improve their practice. They co-created a shared module to integrate technology, literacy, and science content. The self-study was designed to answer the research question: what are the successes and challenges of implementing an interdisciplinary module within an elementary teacher education program? Findings relate to three main categories: teacher education pedagogies, use of technology tools, and interdisciplinary collaboration. Areas of promise for future integration are discussed.