A defining feature of honors education is meaningful engagement within and across disciplines, yet significant challenges for creating and sustaining meaningful transdisciplinary research remain. One such challenge involves a nuanced understanding of a discipline, or what educational researchers call "disciplinary literacy." This article introduces critically reflective practicum (CRP) as a pedagogy for developing disciplinary literacy among honors students. CRP acknowledges forms of inquiry as design situations and seeks to simulate instructional scaffolding so that students both experience and reflect on their questioning. Through the practicum, students begin to understand, engage with, and critique the methods and sociocultural standards of one specific modality as well as to identify which disciplines situate themselves within a broader landscape of academic development. While the purpose of this approach is to help students develop a capacity for inquiry, it also helps them unmask the value- and power-laden characteristics of academic discourse so that they can question, challenge, and reconstruct the processes by which knowledge is produced.