<p>Transdisciplinary research holds promise for helping science education scholars conduct innovative and novel research. However, current preparation for academic careers takes place within disciplinary boundaries, leading to the development of socially constructed and interactional intellectual orientations to other disciplines limited by these disciplinary boundaries. This challenges the development of disciplinary orientations conducive to transdisciplinary research. To address issues in fostering transdisciplinary orientations, we focus on the quandaries of reflection, paradox, and integration and answer them with reflexivity, pragmatism, and dialogue. Through a worked example of a dialogic reflexivity process, we demonstrate how these responses can cultivate transdisciplinary orientations. Transdisciplinary research in preK-12 education can help address complex problems in critical areas such as systemic injustices. Furthermore, there is a strong motivation for developing transdisciplinary orientations in preK-12 science education. Engaging in dialogic reflexivity can advance the critical development of transdisciplinary orientations by fostering openness in students to listen to the ideas of others, exposing them to more than just dominant paradigms, and encouraging creative thinking to solve challenges problems.</p>