This paper reports on a collaborative teaching experiment conducted in Fall 2024 between an introductory data science course and a health communication course at a four-year college on the U.S. East Coast. Four peer-learning sessions were designed to align with key problem-solving stages in the health communication curriculum, with students working in mixed teams under the guidance of instructors from both disciplines. To evaluate outcomes, we administered pre- and post-tests on disciplinary knowledge and collected student reflections on the value of interdisciplinary collaboration. Results show discernible cross-disciplinary learning gains, with data science students demonstrating stronger improvements in health communication knowledge, while health communication students reported moderate gains in data science knowledge. Survey and open-ended responses further reveal that data science students valued communication, teamwork, and public health perspectives, while health communication students highlighted learning about data use and collection in real-world contexts. These findings suggest that structured cross-disciplinary teaching collaboration can effectively foster mutual learning and broaden students’ appreciation of complementary skills across fields.