The mixed methods quasi-experimental study aimed to provide a comprehensive understanding of the impact of interdisciplinary teacher teams on sophomore on-track graduation rate. Employing a mixed methods approach, quantitative data from an Early Warning System were combined with qualitative teacher survey data collected from a Chicago suburban high school. The findings indicated no statistically significant difference in on-track graduation rates between students in the interdisciplinary program and the control group. However, valuable recommendations were made for current practices and future research. Administrators were advised to evaluate the existing interdisciplinary program to identify successful strategies and improvement areas. Further analysis was suggested to understand why there was no notable disparity in on-track graduation rates. Additionally, recommendations included establishing smaller learning communities for sophomores through cohort implementation and fostering teacher collaboration opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]