Teaching interdisciplinary courses requires instilling interdisciplinary habits of mind by using strategies for active learning and reflective thinking. This publication emerged from discussions and surveys used to evaluate interdisciplinary habits of mind and pedagogies drawn from different disciplines. Prior to face-to-face discussions, surveys were sent to 75 expert faculty who had great experience teaching IDS courses. The breakout discussions were observed, transcribed, and analyzed. After analysis, the authors came to three conclusive inferences: (1) course organization and structure have an important albeit indirect effect on pedagogy; (2) traditional pedagogies have an important role to play in teaching interdisciplinary courses; and (3) active learning is especially important in interdisciplinary pedagogy, not just a supplement. [Note: 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.]