This project explores strategies to enhance cohesion, motivation, and learning outcomes in a co-taught Theory of Science course with students from different disciplinary backgrounds. In response to student and staff feedback, the lesson plan was reorganised and new teaching approaches (such as flipped classrooms, structured debates, and scaffolded preparation) were implemented in an attempt to improve integration across course sessions and create a more unified course structure. The effectiveness of these measures was then assessed through student feedback, providing insight into how targeted pedagogical changes can best be used and implemented in future iterations of the course.