Multiple barriers in the structure and function of American higher education conspire to impede the success of interdisciplinary programs in environmental studies. We present an amalgamated narrative case study to illustrate how barriers operate both independently and in concert to undermine individual and programmatic goals, innovation, and operations, resulting in lost opportunities for faculty, students, and curricula, and other program elements. Barriers are illustrated stemming from a variety of sources, including academic organizational culture, structure, and leadership. An analysis of three main barriers and strategies to address them led us to produce recommendations that foster new patterns of faculty interaction and leadership. These recommendations are based on a foundation of human dignity, shared respect, and common values. In turn, they require a clear conception of interdisciplinarity and integration, and practical means to achieve them in diverse contexts.