Within Scotland’s Curriculum for Excellence (CfE), interdisciplinary learning (IDL) is one of four contexts for learning (along with curriculum areas and subjects; ethos and life of the school; and opportunities for personal achievement). However, despite its supposed centrality within CfE, IDL has ‘not yet become a habitual learning approach in all of Scotland’s schools’ (Education Scotland 2020, p2). The first of two articles exploring the IDL implementation gap from the perspective of initial teacher education, this post exemplifies how, as a teacher educator, I support my primary teaching students in critical reflection on IDL guidance. In the second article, I describe an approach to dramatic enquiry that is providing a framework for students to develop and implement their own IDL lessons.