One of the great challenges interdisciplinary programs face is fguring out how to get students to engage subject matter in a truly integrative way. To accomplish integration, students do not need to become experts in multiple felds, but they do need to understand how multiple modes of thinking, theoretical lenses, and content knowledge can be integrated so as to be applicable to real world issues. To complicate matters further, to become truly critical, analytical thinkers, students also need to integrate interrogation of their own processing strategies, attitudes, and biases into the interdisciplinary process. This combination of theoretical knowledge, content knowledge, and critical self-refection is diffcult for interdisciplinary students to do and equally diffcult for instructors to teach them to do. One invaluable tool to aid in this challenge is a curriculum based on a critical pedagogical approach that explicitly focuses on metacognitive development. The objective of this article is to aid interdisciplinary educators in developing the integrative thinking and reasoning processes of their interdisciplinary students by reviewing the metacognition literature and by demonstrating the value of specifc pedagogical practices that explicitly and critically engage students in metacognitive capacity building.