The research presented in this thesis focuses on the learning impact of students' participation in a novel transdisciplinary design build course offered by the faculties of engineering and architecture at the University of Manitoba in partnership with Shoal Lake 40 First Nation (SL40 FN). Transdisciplinarity brings different people and their respective knowledges and worldviews together to address a common goal/challenge, often within a sustainability context. In this course, the instructors and Indigenous community partners aimed to transform the way architecture and engineering students are educated to design and build collaboratively across disciplines and cultures. A qualitative intrinsic case study employing cultural-historical activity theory (CHAT) and the researcher’s social constructivist perspective narrates the learning journeys of six non-Indigenous students in the design build course. Participant interviews, portfolios and course field notes were analyzed. CHAT activity systems were generated to analyze students’ learning in seven key activities in the course: the (1) historical context motivating the course provided on the first day, (2) cultural teachings from Elders, (3) community site visits and participation in ceremonies, (4) conceptual to final design, (5) Freedom Road Powwow, (6) prefabrication of design, and (7) onsite build. These activities were examined to better understand how the students navigated boundaries of (i) disciplinary practice (engineering and architecture), (ii) design actualization from theory to 3D, and (iii) relationship-building and collaboration with the Indigenous partners. Students’ learning at the boundaries of discipline, design, and culture displayed paradigm shifts as pre-existing stereotypes, prejudices, knowledge gaps, and embodied ways of knowing were challenged to create pathways of perspective, communication, practice and identity formation supportive of interdisciplinary and intercultural knowledge exchange and relationship-building. The findings from this research demonstrate that the SL40 FN Design Build course promoted epistemic diversification in the mentalities and hearts of the student participants who gained a greater knowledge and value of the respective discipline and Indigenous culture. Little research has been published on higher educational transdisciplinary environments teaching engineering and architecture students to work with Indigenous community stakeholders. The research presented in this thesis aims to provide engineering and architecture educators and leaders with information on how project-based transdisciplinary courses can help prepare students to work on real-world complex challenges across disciplines in ways that constructively and respectfully navigate fragmented practices and relationships between diverse peoples and epistemologies resulting from the colonialization of Canada and as currently present in national and global sustainability challenges.