This paper reports on a study of what interdisciplinarians do. Data was gathered by conducting semi-structured interviews with self-identified interdisciplinarians. Several themes emerged from this project. First, the principal approach to research by interdisciplinarians was broadly exploratory and messy contrary to the linear step-by-step approach often promoted. Most interdisciplinarians in this project paid little homage to disciplines or disciplinary structures and often explored disparate knowledge domains including domains outside the normal purview of academe. The role of mentorship and community was crucial for many in the development of the participants' identity and skills and despite best intentions, many conveyed a gap between what they do and what they teach. Closing this gap should improve IDS teaching and learning.