University courses are often interconnected; however, the connections between these courses remain unclear to many students. This is particularly important in the field of forensic science since each stage of the investigation, from the crime scene to the courtroom, has significant implications on the outcome of a case and the individuals involved. Cross-course collaboration is a pedagogical approach whereby students from different courses collaborate to achieve a common goal. This pedagogical approach has been demonstrated to be effective in individual disciplines, but not in transdisciplinary fields, such as forensic science. Cross-course collaboration is constructed in a manner that mirrors a real-world investigation, making it an ideal setup for undergraduate forensic science programs. In this study, two distinct courses, forensic chemistry and forensic identification, collaborated on a mock case in order to advance an investigation. Pre- and post-course surveys and students' critical reflective assignments were used to quantitatively and qualitatively gauge students' perception of the collaborative modules. This study examines students' perception of how cross-course collaboration experience contributed to their learning and skill-building. More specifically, the potential benefits of cross-course collaboration were categorized under academic, social, and psychological benefits. The outcome of this exploratory project provided insight on the potential benefits of the cross-course collaborative modules to promote effective learning.