This article offers food for thought on a strategy used by seven faculty to enhance students' integrative learning by offering cross-course, cross-disciplinary projects and shared activities focused on food. The faculty teach a cluster of ten courses in natural sciences, health sciences, social sciences and humanities that address food themes. Assessment data illustrate the learning gains by students enrolled in the clustered courses and points to limitations of the strategy as well. The evaluation of the strategy includes a discussion of the costs and benefits of the effort from the perspective of the teaching faculty. (Contains 9 tables and 1 figure.)