This article describes the results of a three-day professional development workshop for newer teachers (with less than six years of experience) and more experienced teachers trained in design of skills-based, year-long themes with rich interdisciplinary connections at Charles River School (Massachusetts). For the three days, the school was buzzing with activity as teams collaborated on their research and creations as they put themselves in the students' shoes as experiential learners. Even with their stylistic and personality differences and varying degrees of comfort, participants were motivated by the interactive process and a common desire for a meaningful experience and quality results. The workshop successfully mirrored the process of young learners in an experiential, interdisciplinary environment. As educators responsible for our collective future, teachers need to expose their students to real-world problem solving in creative, interdisciplinary teams. The important issues in the world--those dealing with human rights, environmental and economic stability, poverty and health--are multidisciplinary in nature. Janet Fuchs asserts that anyone who has had the opportunity to work on collaborative, multidisciplinary projects with transformative outcomes will recognize the power and joy of experiential learning. She concludes that now is the time to challenge middle school students to engage in social and environmental world issues, to provide them with opportunities for personal power, accountability, and contribution to society.