This essay explores many of the theoretical and practical issues involved in the establishment and operation of interdisciplinary educational programs in child development. The discussion does not offer categorical answers, but raises provocative, complex questions about the qualitative and quantitative aspects of interdisciplinary educational programs. There are some heuristic hypotheses advanced about the importance of matching evolving professional and paraprofessional personalities, and programs for optimum interdisciplinary education. Factors which facilitate or obstruct the growth and development of interdisciplinary educational programs are discussed, and questions are posed about cost-benefit factors in education and service. Fundamental clinical research is called for which will substantiate or dispel with hard data the rather mystical reputation interdisciplinary education now enjoys. (CS)