In this design case, we describe our design process that resulted in recommendations for a four-year undergraduate curriculum in transdisciplinary studies. The case is centered on a fast-paced, two-week design "sprint" undertaken by the two authors, which involved consolidating and synthesizing program evaluation data and course designs from the three previous years of a novel undergraduate transdisciplinary degree program, creating design blueprints that outlined program-level objectives, and identifying recommendations for future course-level design. In the process of completing these hand-off materials for the incoming team of instructors, we had to work through substantial ambiguity, balancing the needs of identified learner personas, the capabilities of existing instructional team members, and the end goal of producing students that had a flexible, personal transdisciplinary identity. This case describes the design activities we used, the instances of failure that precipitated our design sprint, the instructional and institutional constraints we faced, the blueprints for future instructional design we created on the course and program level, and the ultimate failure of the degree program we sought to support.