Both the National Science Education Standards (NSES) and the National Council of Teachers of Mathematics (NCTM) recommend appropriately incorporating mathematics into other disciplines (NRC 1996; NRC 2003; NCTM 2000). With this in mind, an interdisciplinary, inquiry-based project was undertaken to incorporate mathematical analysis of data into a physiology course and to give both physiology and statistics students’ real data with which to work. The project involved collaboration between the two classes in data collection, analysis, and presentation. Results of the pre- and post assessments indicate that the attitudinal and cognitive objectives were met using this model.