There is a need to reimagine education in the New Zealand secondary school context that better supports twenty-first century learning skills. Interdisciplinary team teaching provides a model of change that could enable schools to reimagine how education is delivered, how knowledge is created, and better exemplify and incorporate learning skills relevant to a rapidly developing world. This article explores primarily qualitative data drawn from research addressing interdisciplinary team teaching (ITT) that spans across primary to tertiary settings in a range of contexts. The findings from this research express why it is necessary to reimagine current education systems, the benefits and barriers of ITT, and what enables the successful implementation of ITT. If a school is able to negotiate the barriers and understand what is necessary to make it work then research suggests that ITT can provide a structural, pedagogical, and philosophical change that will enhance learning skills necessary for the twenty-first century world.