Interdisciplinarity involves the integration of insights from different disciplines, which is made possible by a number of variables that are unique to each example of integration. The challenge for an instructor introducing undergraduates to interdisciplinarity is to help them learn what is transferable and relevant beyond a singular example of integration, and an interdisciplinary research process is excellent for this. Repko and Szostak's (2021) seminal text, "Interdisciplinary Research: Process and Theory," is one of the most popular methodologies used in teaching interdisciplinary studies. However, in an introductory module, it presents two key challenges: (1) the burden the process places on students to familiarize themselves with disciplines that might be new to them, in addition to learning a research process and practicing integration; and (2) the late appearance, in the process, of creating the common ground. In this article, I set out each challenge in turn and how I have responded to them. I conclude that the most important lesson students learn in an introductory module is the unsettling experience of the interdisciplinarian, who practices higher-order skills and relates in new ways to disciplines with which they are familiar.