This paper illustrates an approach used to enhance student learning outcomes in a combined cross-listed Systems Analysis and Design (SA&D) course and examines benefits perceived by students through analysis of assessment and students feedback. The SA&D course is a required course in both the Management Information Systems (MIS) major and the Applied Computer Science (ACS) major. The SA&D course was taught to a combined cross-listed class of MIS and ACS students over a period of two years. Two strategies were adopted to make the course a worthwhile learning experience for students in both majors. The first was to extend the scope of the course within the System Development Life Cycle spectrum to include planning before analysis and implementation (prototype) after the design. The second strategy was to have a running group project as the main assessment (accounting for 50% of the course grade) where each group had at least one student from each of the two majors. These groups carried out a system development project with four phased deliverables: system proposal, requirements specifications, design specifications and a working prototype with emphasis on user interfaces. This paper provides a comprehensive overview of how the combined cross-listed course was designed, delivered and refined for future offerings. It also examines the value of teamwork using students' feedback. The students' experiences were studied over a two-year period. Two different instruments were used to gather feedback and to analyze the effectiveness of the combined cross-listed strategy: a qualitative study and a quantitative study concerning student perception on learning enhancement. Initially a qualitative study with open-ended questions was carried out to identify areas for improvement and to examine how well these strategies had worked. The three problems identified were lack of sufficient time for the last phase (working prototype), lack of time for team meetings, and lack of a comprehensive example case. These problems were addressed in subsequent course offerings. The study also revealed that about 80 percent of the students liked working in a mixed group setting on the extended course project, and 75 percent of the students indicated that working on the mixed group project offered them real-world experience. Encouraged by such positive observations, a quantitative study was conducted on students' perceptions concerning specific learning outcomes for carrying out the various system development tasks and the development of skills (including soft skills) among and between the two majors. The results indicated that the students from both majors perceived more than average learning outcomes and skills development. It also indicated that while the ACS students claimed to have learned relatively more on feasibility analysis and information gathering, the MIS students claimed to have learned relatively more on user interface design and architectural design. However, the results indicated that the perceived differences in the learning outcomes between the two majors were not significant. The analysis confirms an enhanced learning outcome for both the ACS and the MIS majors due to knowledge sharing made available through teamwork. (Contains 4 tables and 1 figure.)