The authors developed a lesson for teachers to integrate chemistry and culinary arts, providing students with an opportunity to participate in three-dimensional learning, engage in science and engineering practices, and apply disciplinary core content and crosscutting concepts (Krajcik et al. 2014). The project involved five classes: three integrated chemistry and physics (ICP) classes and two culinary arts (CA) classes, with mainly sophomores and juniors. The lesson was part of a larger interdisciplinary project involving multiple classes working together to develop a gingerbread house community with an interactive light and music show. The ICP students' task was to design a window panel on a gingerbread house out of candy with optimal transparency and provide data-driven recommendations to CA students for the proportion of sugars to use in the candy recipe. Students learned about the structure and properties of key components of candy (glucose and sucrose) and how the proportion of glucose and sucrose in the mixture affects the molecular structure, transparency, and hygroscopicity. (A hygroscopic substance is one that readily attracts water through its surroundings, through either absorption or adsorption. Hygroscopicity is the percentage of moisture on the surface.) This article describes the project with particular attention to the teacher scaffolding of the inquiry and examples of student artifacts.