The National Academy of Sciences called for a dynamic approach to teaching and learning in colleges of agriculture. In response, faculty at colleges and universities are implementing innovative frameworks for undergraduate education in the agricultural sciences. This study explored the collaborative and interdisciplin¬ary teaching and learning practices of faculty in sustain¬able agriculture education curricula at a land grant university as an illustration of this innovation. Drawing upon a sociocultural learning framework, this study specifi¬cally emphasizes faculty work as a social practice and the inherently relational learning that occurs with other faculty, their students and community partners. Using an in-depth, qualitative research approach, a single embed¬ded case study design was implemented to illustrate the teaching and learning experiences of an interdisciplin¬ary group of faculty collaborating within an undergradu¬ate minor that fosters community engagement through service-learning and sustainable agriculture curricula. The collaborative teaching structure that is explored is comprised of an instructor of record, collaborating faculty, community-partner and graduate teaching assis¬tant. Faculty teaching in this program of study experi¬ence learning in the areas of disciplinary knowledge and pedagogical practice and navigate organizational chal¬lenges and barriers to collaborative work.