This article reports on a modified faculty learning community (FLC) composed of university faculty from science education and a variety of engineering disciplines. This research investigated the efficacy of an intentional, long-term, ongoing, interdisciplinary collaboration to benefit the development of science teacher education, including engineering, across the kindergarten to college spectrum (K-16). The successful implementation of the modified FLC, and systematic structure provided by project leadership, led to beneficial results for both education and engineering faculty members. A multiple case study approach was used to evaluate faculty motivation to participate in an interdisciplinary FLC; whether FLC participation contributed to the professional growth and was able to overcome any challenges for faculty participants; which characteristics of FLCs contributed to project success and mitigated any challenges; and if effective collaboration and overcoming challenges was supported by the overall structure of the modified FLC. Findings indicated that faculty experienced valuable professional growth; with only a minor exception, challenges within groups were able to largely be addressed and did not hinder group progress; and that FLC project leadership structure helped guide groups to successful outcomes. Findings conclude with benefits and advice for others on how to establish successful structured interdisciplinary collaborations and mitigate challenges encountered. Ultimately, FLC projects from this study contributed to the support of K--12 teachers in successfully using the Next Generation Science Standards, including the engineering design component, within their classrooms.