In this paper a cross-disciplinary WAC curricular and pedagogical approach is proposed and the challenges and opportunities presented by an interdisciplinary WAC approach investigated. Conceptual research methods were used and a critical education theoretical perspective pressed into service to navigate the issues. It is shown that generally, traditional academic and organizational orthodoxies do not allow for curricular transformation, hence the need for a supportive institutional culture. The need for a learner-centred higher education landscape is therefore underscored.