With the rapid growth in online MBA programs, many traditional schools are seeking ways to differentiate their course offerings to avoid them becoming commoditized by the market. For some institutions this involves pulling away from traditional course offerings, and moving towards cross-disciplinary offerings. For many faculty members, this can be a difficult venture and often relies upon team-teaching and new attempts at integrating a broad set of ideas into a cohesive course. At the same time, faculty teaching these courses are concerned about the best ways to engage the students and keep them motivated throughout the semester. This paper outlines one such example of how cross-disciplinary goals and a motivational learning environment can be integrated in a way that is both challenging and rewarding to the students. Using the ARCS model of motivational design, the course was evaluated as an educational tool.