This essay examines the debate in undergraduate education of whether interdisciplinary studies or disciplinary studies should be the focus of their curriculums. I do this by showing both sides of the arguments view on three major points. I show the positives and negatives of both types of education. I do this in order to shown that there needs to be a cohesion of both types of this education. Both have problems that the other type of education solves. By using two case samples and three articles written by professors on interdisciplinary studies, I am able to show examples of both types of education being used. I show the down fail of two interdisciplinary programs and the potential positives of implementing successful interdisciplinary curriculums. I also offer insightful opinions by numerous professors who have either tried interdisciplinary studies or have great aspirations for this form of education. I then offer a solution to the problem that incorporates both types of education while adding on other ways to improve education. I do this by showing there should be a curriculum where disciplinary studies act as if they are interdisciplinary, meaning cross-major co-operation. By making undergraduate faculty work together and incentivizing added education both forms of education co-exist. This can be accomplished by studying abroad, cross-major programs, and more electives/double majors. With these changes this dilemma has a practical solution.