Cross-curricular teaching and learning can be an approach that not only looks to amalgamate subjects together for the sake of greater understanding of each individual subject, but also to make meaningful connections between subjects based on disciplinary similarities. This involves a deeper understanding of each subject's specific characteristics and, from the teacher's point of view, this can entail an in-depth dissection of his or her own teaching based on experience, the knowledge of one's own subject, the work undertaken by colleagues and, of course, the content prescribed by the National Curriculum. By fully understanding one's own subject specialism, a greater understanding of that subject's fundamental characteristics can be reached and, in turn, the potential links with other subjects can become apparent and common ground can be found. In this article, the author explores the "Double Crossed" project, which ran within the South Yorkshire region. This project sought to combine science and history to produce engaging cross-curricular classroom activities. (Contains 1 figure.)