University Honors programming in the United States is interdisciplinary and collaborative; from First Year Seminars to capstone research projects for upperclassmen, students embrace multidisciplinary learning and research. This approach, however, does not always translate into an incorporation of diverse perspectives of multiple faculty members in a given course. Utilizing a mixed-methods approach to explore the impact and results of a collaboratively taught Honors Seminar, this article departs from the authors' model of a co-taught course and then moves to an exploration of student responses that considers student perceptions of multi-instructor formats. In closing, this article addresses challenges to team-taught courses, from scheduling to institutional barriers, in an effort to encourage continued discussion about interdisciplinary and collaborative teaching in Higher Education. [Notes: (1) The page range (140-157) shown on the PDF is incorrect. The correct page range is 140-156; and (2) The print ISSN 2162-3104 and online ISSN 2166-3750 shown on the PDF are incorrect. The correct print ISSN is 2166-2681, and the correct online ISSN is 2690-0408.]