Some teaching experiences increase student involvement by providing motivational challenges that inspire creative and innovative thinking, encourage autonomous and collaborative learning and favour the acquisition of transversal and professional skills. This work presents an innovative educational project developed in collaboration by two subject areas (History of Fashion and Design Management) within a Fashion Design degree course. The methodology followed used Challenge-Based Learning (CBL), information technologies and more traditional educational approaches, such as teacher-led classroom lessons, debates and film shows. At the end of the project, the students completed two online questionnaires, the results of which showed that this multidisciplinary approach created a deeper understanding of both subjects and helped develop transversal skills. It was noted that, as the activity progressed, the dynamics of the classroom changed. The multidisciplinary approach encouraged the students to collaborate, and the educators participated in the appealing learning process, which maintained the students’ interest and involvement throughout the activity.