Interdisciplinary programs have significantly increased in scope and scale over the past several decades, including those in British Columbia. The nature of these programs creates unique challenges for transfer and articulation processes that rely heavily on disciplinary expertise and review; these challenges are complicated by the fact that interdisciplinary programming varies so dramatically in type, structure, and subject matter between institutions. The result is that students moving between institutions and into and out of interdisciplinary programs face added uncertainty in the transfer process. This study investigated complex organizational and procedural questions related, individually, to interdisciplinarity and transfer, and collectively to interdisciplinary credit transfer and student mobility, with a goal of examining how the forces of transfer and interdisciplinarity interact. This study found that most interdisciplinary credits will transfer as interdisciplinary credits, but often into different interdisciplinary programs; only in two of the seven program areas selected were interdisciplinary credits more commonly converted to disciplinary credits. To improve credit transfer of interdisciplinary courses, this study proposes a further shift away from this emphasis on content in favour of learning outcomes; implementation of effective structures to facilitate block transfer; and more support for faculty involvement in the transfer credit evaluation process, possibly including support for annual or biannual articulation meetings of representatives of general, liberal and interdisciplinary degree level programs.