This paper reports on a study of a graduate-level interdisciplinary problem-based learning (iPBL) course focused on equity in local educational policy. The course combined principles of problem-based learning, project-based learning, and interdisciplinary learning by enabling students to collaborate across disciplines while navigating a complex problem and implementing a practical solution. Students participating in the course reported that they learned about social context and policy, developed interdisciplinary and collaboration skills, and considered new methodological approaches. This learning was spurred by the need to navigate interdisciplinary and methodological differences in a co-created course structure where the instructors served as interdisciplinary role models. Students found navigating diverse disciplinary perspectives challenging and struggled to put a plan into action within a short timeframe. Despite these limitations, the experience fostered the development of knowing-practice specific to the needs of graduate students who are committed to making an impact on policy. The case illustrates the power of iPBL in developing learners who are better prepared to address complex issues related to diversity, equity, and inclusion.