Background: The ongoing transformation of the interplay between human beings and nature calls for new ways of learning. Although established educational practices merging sciences and arts have been studied before, the focus has been mainly on science or technology-discipline-orientated aspects. More research is needed on the characteristics of learning that address nature and the biological through art-based practices. Methods: Utilizing a case study approach, a week-long multidisciplinary project developed around bioart-making, and implemented in a Finnish upper secondary school, was scrutinized. The main data consisted of transcribed participant interviews and textual and visual material from a project blog. The data were analyzed using qualitative theory-driven content analysis to describe and understand the cross-boundary processes and human-nature interactions taking place within the project. Findings: Bioart-making constituted as a boundary object bringing together different understandings of nature. Identification, coordination, reflection, and transformation processes on different levels emerged as a part of and as an outcome of bioart-making. In and through these, learners interacted with nature through intertwined events of material-experiential utilization, cognitive knowledge-building, emotional connecting, and philosophical reflection. Contribution: This paper advances the theoretical discussion on integrative art-based practices' potential, especially in relation to learning that addresses nature and the biological.