<p dir="ltr">This research examines the integration of three academic units—engineering/technology, business management, and liberal arts—through collaborative teaching. Two instructors from different disciplines guide students together in real-time to solve relevant problems and explore opportunities for innovation. To gain insights, a qualitative case study approach was used, incorporating semi-structured interviews with university stakeholders, observations of co-taught classes, and analysis of curriculum materials. The study was framed by the Community of Transformation (CoT) theoretical perspective. This methodology provided an understanding of the dynamics of cross-college co-teaching in higher education to foster innovation. The results highlight both benefits and obstacles related to institutional structure, advising, implementation of co-teaching, and strategies for sustaining cross-college co-teaching for transdisciplinarity in the pursuit of innovation. </p>