Transdisciplinary project-based learning is an opportunity for undergraduate engineering students to acquire valuable skills in translating individual knowledge to other disciplines and interacting with non-academic stakeholders. In the authors’ project-based education experience, these skills have been developed in both course-based and co-curricular learning contexts. The necessary foundation to implement transdisciplinary projects in education is introducing students to collaboration across disciplines as well as with stakeholders, consummers, and users. Furthermore, students practice holistic problem-solving techniques that account for emergent behaviors during project development. Emergent behaviors are inherent to complex real-world problems. Engineering students would benefit from the opportunity to practice adapting to evolving project requirements and goals in low-risk, academic settings prior to enduring these challenges at the career level. This active learning approach can increase student agency and diversity as students work in multi-disciplinary teams on relevant problems, drawing from previous experiences. Additionally, students learn the value of qualitative data for characterizing exigencies of stakeholders, consummers, and users that are often unavailable from quantitative data, though generally more emphasized for use in engineering design decisions. Students participating in transdisciplinary project-based learning gain agency and develop a skillset for investigating the cross disciplinary implications and sociotechnical contexts of real world problems.