This project investigated how an interdisciplinary cooperative inquiry research group enhanced higher education teaching practice. Seven health finance fine arts science and learning support participants used cycles of action and reflection over 18 months to investigate transcending personal professional and institutional boundaries; enabling research activity; and transforming teaching practices and learner experiences. Cross-pollination of ideas and teaching strategies between the different disciplines was invigorating with demonstrable outputs in teaching learning and research. The benefit of transcending traditional research boundaries within healthcare disciplines was demonstrated. We recommend cooperative inquiry as a research method to address the elusive academic trifecta dilemma.