Interdisciplinary learning is crucial in engineering education to address complex societal challenges, yet its implementation remains difficult due to disciplinary boundaries and rigid curricula. This practice paper presents insights from the interdisciplinary course "Multi Hazards" at RWTH Aachen University, which is embedded in the university-wide "Leonardo" project. The course uses a case- and problem-based learning approach to equip students with interdisciplinary competencies for disaster and risk management. Students from diverse academic backgrounds collaboratively analyze crisis scenarios, integrating technical, social, and environmental perspectives. Findings from two course iterations (2023 and 2024) highlight the benefits of interdisciplinary teamwork in fostering problemsolving, communication, and critical thinking skills. Students gained an appreciation for different disciplinary perspectives and developed strategies for overcoming communication barriers. However, challenges emerged, particularly in balancing disciplinary expertise and integrating diverse methodologies. The study emphasizes the importance of structured facilitation, explicit training in interdisciplinary communication, and the systematic integration of interdisciplinary courses within curricula.