In Canada, the province of Ontario has had a rather turbulent relationship with interdisciplinarity as it has tried to implement this practice into the public school system. Specifically, the provincial government has repeatedly attempted to introduce such reforms as integrated units, harmonized objectives, and open-concept, student-centered pods, only to reverse course due to economic setbacks or popular backlashes. This paper examines the fluctuating status of interdisciplinary practices within the province since a Department of Education was first created in the mid-1800s. It also discusses the present state of interdisciplinarity in Ontario and ends with some tentative predictions of what the future may hold for this innovation.