This paper explores the potential of collaborative interdisciplinary teaching as a mechanism for advancing feminist pedagogies. The authors, individually and collectively, engage in feminist academic work (e.g., scholarship and teaching) that challenges traditional academic expectations in their disciplines and at their institution. The authors do this in spite of their understanding that power relations within the academy and in traditional academic disciplines tend to marginalize methodologies that promote emancipatory and progressive ideas. Furthermore, they embrace academic feminism, particularly in the classroom, as having interdisciplinary potential in its ability to draw from multiple fields of thought simultaneously to help students develop critical approaches that ultimately contribute to equity and equality, within and beyond the academy. The focus of this article is to contribute to the discussion of the promises and drawbacks of interdisciplinary feminist pedagogies and collaborative teaching by providing a case study of feminist interdisciplinarity that is truly integrative, as conceived and implemented in a team-taught Gender Perspectives course delivered by the four authors in 2009 and 2012.