Current debates around the concept of boundary crossing stress the importance of boundary objects in bringing people together to share understandings. We argue that the boundary object is of secondary importance, and that what is important for the transformational potential of interdisciplinary understanding is opportunities for "boundary experiences". We present three examples of interdisciplinary boundary experiences: the first describes a collaboration between an education academic and speech and language therapists; the second presents a research opportunity experienced by a group of education, architecture, and sociology academics, alongside practising architects and educators; and the third reflects on the process of co-production involving academics from education, medical education, cultural and heritage studies, sociology, music, and social computing. We argue that engaging in shared landscapes of practice, when accompanied by opportunities for dialogue and for developing relationships, creates meaningful moments of service, and thus has transformational potential. However, we believe that this necessitates a new way of thinking about research methodology. We advocate a co-production approach that is grounded in developing and maintaining relationships, and routinely provides opportunities for boundary experiences. This requires a more open and flexible approach to research design than is currently usually promoted within academic research infrastructures.