This paper describes a reality-based learning project in which sophomore accounting and engineering students collaborated in interdisciplinary teams to design and build a million-dollar waterslide park. Two weeks into the project, the teams received a briefing from an industrial panel of engineers, bankers, entrepreneurs, and other professionals. Three weeks later the teams presented oral and written preliminary reports to their peers and instructors, followed by a progress report presentation at mid-term. The industrial panel then evaluated the progress reports and provided feedback. At the final presentation, teams provided drawings, scale-models, marketing materials, and financial statements to the industrial panel, which evaluated the projects and decided that two of the team projects were worthy of funding. Team members kept journals during the entire project, and evaluated their fellow team members through a fictitious $10,000 bonus to be divided among each team based on the work of each member. The paper concludes by evaluating the strengths and weaknesses of the student teams, which often had difficulty working together and responding to change. (MDM)