Undergraduate student learning focuses on the development of disciplinary strength in majors and minors so that students gain depth in particular fields, foster individual expertise, and learn problem solving from disciplinary perspectives. However, the complexities of real-world problems do not respect disciplinary boundaries. Complex problems like global health demand holistic approaches and require collaborative teams that can integrate information from multiple disciplines. The author addresses the challenge of how to develop a learning environment for students that encourages integration of their novice expertise to develop transdisciplinary problem-solving teams with only one instructor. She reports on the design and evaluation of a single-instructor transdisciplinary, problem-based course as an avenue for promoting student collaboration and transdisciplinary thinking.