This article explores results from a 3-year model of laboratory instruction, Project Synapse, that synthesized biology, chemistry, and communication curricula for firstyear science majors at a STEMfocused university. Laboratory biology-chemistry integration was featured at natural intersections where disciplines used similar tools, such as microscopy, or areas where content naturally overlapped, such as the biochemistry of photosynthesis. Communication-related proficiencies, such as lab report writing, were featured across disciplines and in stand-alone writing courses. Faculty perspectives are also part of model analysis using an autoethnographic approach. Primarily qualitative methods were implemented to better understand the participant experience, using Cultural-Historical Activity Theory (CHAT) as a guiding framework. The most prominent themes that emerged from the data and aligned with statistical findings included the following: (i) The instructors were positioned as collegial teaching and learning partners; (ii) formative lab experiences are pivotal for understanding interdisciplinary nature of science content; and (iii) students viewed communication skills as embedded within science learning.