The paper employs interdisciplinarity as a theoretical lens for describing meaningful content/ language partnerships and establishing an ontology for such partnerships. Interdisciplinary collaboration, as defined by scholars, entails the integration of knowledge across domains and the clear valuing of all contributors in addressing an issue located at the intersection of multiple domains. The paper begins by reviewing the literature on modes of collaboration and definitions of interdisciplinarity to establish the theoretical framework. It then describes research on learning, including situated learning and metacognition, that highlights the need for teaching collaborations marked by interdisciplinary approaches. Finally, the paper examines the ways in which an interdisciplinary framework can mediate issues surrounding power and trust among content and language collaborators, and concludes by highlighting the ways in which interdisciplinary collaborations can occur in a variety of institutional structures.