In the fall of 1997, a senior level course was taught as an interdisciplinary class for learning the processes in food product development. The course implemented many new teaching methods and technologies. It was an effort between two departments: food science and agricultural economics. Students worked in teams with industry mentors who assisted in elaborating on some of the procedures involved in the development process of food products. It was intended to take this class beyond the walls of Penn State University in the fall of 1998 and include other locations. An opportunity arose to link up with students in a food marketing class in St. Joseph's University. This opportunity included finding ways to share resources and involving students with each other. Speakers were shared and some collaborative work was done during the 1999 year using PictureTel. The classes were scheduled for the same time of day to facilitate cooperation. During the fall semester of 2000, it was decided to take the process a step further and truly integrate the teams for working on projects and assignments. Teams were formed to work together on the course project. There were three different versions of the course. One course was totally integrated. The second version shared the speakers and had some lectures on the off days. The last course was taught traditionally with lecture and few outside speakers or influences. All three used case studies to assist in the learning process. In all three cases, the students were asked to create concept maps and take a mini knowledge test to be used in the evaluation process of understanding concepts before and after the course. This paper discusses aspects of the fully collaborative, partially collaborative, and traditional courses, as well as the evaluation study that looked at the differences in learning for the different teaching methods. (AEF)