The Integrated Concentration in Science (iCons) 4-year program at the University of Massachusetts Amherst was designed to promote interdisciplinary STEM collaboration in the solution of real-world problems and encourage student independence and interdependence through a student-centered teaching approach that structures all projects as group endeavors. Researchers evaluated the first- and second-year courses to determine whether instructors implemented the student-driven curriculum as planned and how students perceived the courses with respect to pedagogy and collaboration experiences. Results of a mixed-methods study that included observations, interviews, and surveys showed that instructors implemented a student-centered approach as planned; provided help only when students asked for it or obviously needed scaffolded support; and answered most student queries with questions intended to promote discussion, research, and reframing. Students expressed satisfaction with the courses and felt their experiences aligned with their expectations of receiving more guidance than direct instruction. At the end of each course, students confirmed that they had, in fact, received good guidance, feedback, and critique from their instructors and little in the way of lectures. Students also expressed that their collaboration skills improved, especially in the areas of group communication and sharing their ideas.