<p>As higher education increasingly prioritises interdisciplinary education, the complexities of designing and implementing such programmes have become apparent. Understanding the factors that contribute to the success or failure of the development of interdisciplinary programmes is critical. Existing literature on this topic has been primarily focused on the institutional level of interdisciplinary educational development. This article shifts the focus to the level of teams developing interdisciplinary education, offering practical insights into the barriers and drivers that arise during the development and implementation of interdisciplinary education. Utilising a case study approach, integration experts involved in five interdisciplinary education projects gathered findings to explore the complexities faced by teams in this context. The results show that four tensions arise in the projects: (1) interdisciplinary expertise should be developed and fed during the project, (2) team dynamics and project set-up need management and proactive leadership, (3) institutional embedding in systems and routines necessitates flexibility of university management and (4) student demand and recruitment are often unclear or undirected, demanding more attention and actions from the interdisciplinary education development teams. These findings bring nuance to the literature by examining barriers and drivers at the team level and adding tensions as a concept in understanding these challenges. Additionally, student demand and recruitment is added to the known drivers and barriers in the development of interdisciplinary education. Based on these findings, practical recommendations are offered for effectively organising the development and implementation of interdisciplinary education at the team level and support for teams at the institutional level.</p>