This case study of a team-taught learning community that integrates American history and literature focuses on student team presentations. We argue for the need to train students to learn actively, and we describe strategies for teaching students how to prepare for and present interdisciplinary team presentations. One finding is that training students for active learning does not detract from the content, but rather deepens and enriches it; another finding is that students are more likely to integrate disciplines successfully if faculty are skillful at integrating disciplines.