The purposes of this paper are a) to present tentative statements based upon a synthesis of the research in the area of interdisciplinary education, b) to present some implications for professional behavior based upon these tentative statements, and c) to present some testable questions which need to be researched in order to solidify or modify these implications. The characteristics and analysis of the activities of the interdisciplinary approach are presented for clarity. Dissertation abstracts were treated as primary sources of data; however, the content is primarily the applicable findings rather than a critique of the material. Following the literature review are three sections: the research summary containing the research synthesis and its tentative statements; implications derived primarily from the statements; and recommendations for future research. The research summary indicated the following findings: 1) the self-concept of learners exposed to interdisciplinary approaches was higher than those who were exposed to the disciplinary approach; 2) those with the interdisciplinary approach were found to be more independent, assertive, motivated, and involved than those exposed to the disciplinary approach; and 3) those exposed to the interdisciplinary approach also used better and more varied approaches to problem solving and made better uses of their available resources. A 25-item bibliography is included. (MJM)