In higher education, we often see a gap between practical interdisciplinary collaboration and what happens in the classroom. This study sets out to close that gap by examining how collaborative projects involving interior design and construction management students, enhanced by augmented reality (AR) technology, can influence learning outcomes and promote innovation. The research study involved a mixed-methods approach. Seventy-two undergraduate students from both programs worked together on a semester-long project in an AR-supported learning environment. The study combined quantitative surveys with a qualitative focus to get a well-rounded view of the collaboration’s effect. The data collection process included: a before-and-after survey instrument (which measured students’ teamwork, communication, and creative problem-solving abilities). At the end of the project, the researchers conducted focus group interviews. The results showed notable improvements in interdisciplinary skills and innovative output. On average, students rated their collaboration skills nearly one point higher on a five-point scale from the pre-survey to the post-survey, which is a significant increase (p < 0.001). The interviews revealed themes of enhanced creativity, improved communication across both disciplines, and a better grasp of each industry’s processes. Both the interior design and construction management students attributed the use of AR technology to their ability to establish common project goals that led to integrative and creative design and construction solutions. The findings show that interdisciplinary learning experiences and immersive technology can significantly enhance students’ innovation and readiness for collaborative work in their chosen careers.