Experiencing challenges in teaching and implementing strategies for better teaching and learning is part of the profession of teachers, especially when learners come from different walks of life. This narrative inquiry, a qualitative approach based on interviews, stories, and observation, explores interdisciplinary collaboration in learners’ English language acquisition from a new perspective by gathering the reflections of four university teachers from two schools (the School of Theology and the School of Education) at a private university in West Indonesia. The study documents teachers’ challenges, strategies, and key success factors in meeting the needs of English language learners through interdisciplinary collaboration. Findings revealed that teachers need sufficient training, skills, and digital literacy for effective teaching, learners’ English language acquisition, and accommodation for learners’ feedback to meet the diverse demands of learners. This study implies that interdisciplinary collaboration enhances language learners’ development. Therefore, the study recommends interdisciplinary collaboration between schools.