This chapter reflects on the experiences of teaching mathematics within the interdisciplinary, project-based education at the University College Twente (UCT). While mathematics is often treated as a single, isolated field, the teaching pedagogy in the college emphasises using mathematics as a language tool to explain complex physical phenomena through mathematical modelling. Core teaching strategies include problem-based learning, flipped-classroom design, collaborative learning, and a three-phase blended learning cycle (pre-study, guided engagement, reflective refinement) that fosters self-regulation and resilience. Through this framework, students build a strong foundation in university mathematics while applying their knowledge in real-world projects, relevant to their experiences. Elective courses designed in UCT, such as Multivariable Calculus (Math A, Math B) and Linear Algebra (Math C), allow students to deepen their expertise while also retaining a connection to real-world challenges. The author concludes that embedding mathematics in an interdisciplinary, student-centred environment not only enriches mathematical understanding but also equips graduates with the essential mathematical, analytical, and collaborative mindset for navigating the multifaceted problems of the twenty-first century.