This paper presents findings of research investigating conservation interdisciplinarity and its pedagogical implications. It draws on insights from the first teaching cycle of the new postgraduate programme at the University of Melbourne to identify factors that enhance and those that constrain learning in an interdisciplinary teaching model. In the context of continuing pressure on conservation education programmes, the paper contends that conservation courses are ideally located to take advantage of opportunities arising from the increasing trend towards interdisciplinarity in higher education, and suggests that maximising these opportunities requires a more inclusive curriculum and course structure, one that better reflects the interdisciplinarity that is so much a feature of practice in the field.