Enterprise Resource Planning (ERP) systems in business environments demand multidisciplinary understanding and collaboration between functional departments. The traditional educational paradigm isolates the learning of each functional discipline as if business people operated in functional isolation. ERP system value can only be realized by collaborating across business functions. Integral to the success of ERP use is the tacit or unconscious understanding of the concepts underlying business processes and the dynamic interplay of collaborating business functions. Resistance to ERP systems often occur due to the high complexity of these business processes. This study describes an experiment in ERP based on an immersive experiential learning environment using the leading commercial ERP system to create a realistic and dynamic business situation. Multidisciplinary knowledge is measured by multiple methods of self-reported and knowledge structure assessment. Survey measures of both declarative and tacit knowledge are used to assess student learning, and standard measures assess perceived resistance to ERP use. Results show perceived complexity to be a parsimonious predictor of resistance to ERP use. Findings further support the importance of assessing tacit knowledge (gained from conceptual experiential learning), and demonstrates avenues to create a highly effective multidisciplinary learning program.