This study investigates the experiences of high school Chinese language teachers engaged in the development of interdisciplinary, school-based curricula during a period of national curriculum policy transition. Utilizing theoretical sampling, we conducted interviews with 50 teachers to elucidate the factors influencing the creation of interdisciplinary curricula, analyzed through the prism of teacher sensemaking theory. We also gathered syllabi and curriculum materials from the participants. Our findings underscore the potential imbalances in resource distribution, notably in teacher training and staffing, which are influenced by regional disparities and variations in school types. Moreover, teachers have devised a range of coping strategies to overcome the challenges associated with sustaining interdisciplinary curricula. We recommend the establishment of a comprehensive support network for teachers to enhance their interdisciplinary initiatives. This research seeks to elevate the voices of teachers involved in curriculum development, thereby filling a void in academic dialogue and contributing to the advancement of curriculum reform studies.