This paper examines whether a problem based approach to students’ learning may support interdisciplinary education at university level, where students are required to engage with the complexities inherent in constructing knowledge across disciplinary boundaries. These complexities include students engaging with multiple and conflicting epistemologies, identification and contextualisation of problems involving several disciplines in their solution etc. A practical example found in the case of newly developed BSc and MSc programs in Techno-Anthropology is provided.The paper includes some examples of how a problem based approach to learning will be implemented in the programs to support students in their engagement with the complexities of amalgamating and transgressing the disciplines of technology and anthropology. The paper is concluded by a brief discussion of problem based learning as an approach to operationalising interdisciplinary education, and some challenges are identified.