Although interdisciplinary teamwork is a recommended practice and important for coordinated interdisciplinary programming in special education, there is limited research on pedagogical practices to prepare professionals to work together effectively. This study examined the effectiveness of a graduate interdisciplinary teamwork course taught through two distinct learning formats (week-long face-to-face and hybrid) on graduate students' teamwork knowledge, skills, and dispositions. Using the How People Learn framework (National Research Council, 2000), further analysis was conducted to consider the relationship of students' prior teamwork experiences to their entry-level knowledge and satisfaction with course features. Results indicated that students in both learning formats reported improvements in teamwork knowledge and skills; however, differences in learners' prior experiences and their satisfaction with the course, course structure, assignments, and activities was found. Further examination of pedagogy is needed to characterize how professionals are prepared with knowledge, skills, and dispositions for effective teamwork.