This article reports on a study that investigated student perceptions of the effectiveness of collaborative mapping as a teaching strategy to facilitate interdisciplinary learning. Forty-five students enrolled in an introduction to interdisciplinary studies course participated in the study. Qualitative data, collaborative maps and student evaluations were analyzed using content and thematic analysis. Findings provide new understandings about using student perceptions of learning experiences to inform classroom practice. These understandings have implications for addressing the increasing pressure to demonstrate teaching effectiveness and learning outcomes in higher education.