The purpose of this study is to understand the distinctive aspects of curricular spaces that bring together diverse disciplines by centering the voices of educators, with full recognition that these environments can inspire learning among both students and faculty. We interviewed eight faculty and one administrator from a mid-sized public university about their experiences with solo-taught interdisciplinary classes or transdisciplinary team-taught classes. We used a two-cycle, collaborative approach to analyze data. A philosophical/paradigmatic view toward teaching and learning emerged from our interviews that centered upon the importance of self-awareness, autonomy/ownership, learning with students, and integrative inquiry. We also discuss the thematic importance of 'space,' both organizationally and at a curricular level for the success of cross-disciplinary courses. Collectively, these findings offer a unique perspective on interdisciplinary learning by bringing together disparate conversations into a cohesive whole centered on alignment across paradigm, people, and places. We close by providing directions for practical implementation, theoretical development, and future research.