As complex global problems increasingly require the knowledge and skills of a broad array of disciplines, existing pedagogical approaches need to shift to support graduates to develop the skills necessary for innovation. This article reports on an experimental design studio that asked students from the disciplines of architecture, business and arts to work collaboratively to propose innovative solutions to complex real-world problems. While bringing other disciplines into the design studio is not new, in previously reported examples students were provided well-defined parameters for assessment tasks, alongside clear expectations for how disciplines should work together. The studio reported here provided students with the agency to define their own artefacts in response to the problems facing palliative care, and to decide how they would work together in the process of that production. Within this context, students were forced to examine their own disciplinary limitations and to find strategies for working beyond those, and in doing so, move beyond the recognized limitations of inter- and multi-disciplinary approaches to problem solving. To understand the value of this learning experience, extensive data were gathered from students in addition to educator observations. This article provides advice for design educators wanting to augment the studio learning environment through transdisciplinary collaboration, as well as those beyond the design disciplines who may be interested in utilizing this learning approach.