In the 21st century, the pursuit of sustainable development has become an urgent global mandate given the pressing issues of climate change, decreasing resources, social disparities, poverty, and environmental degradation. Meeting these complex challenges necessitates a new variety of professionals prepared with the knowledge, competencies, and mindset to drive sustainable transformation (Acosta Castellanos et al., 2021). This paper introduces the concept of interdisciplinary and engaged learning as a transformative strategy for preparing sustainable development practitioners. Interdisciplinary education transcends conventional boundaries, fostering a comprehensive grasp of complicated issues. Sustainable development inherently demands the amalgamation of diverse domains like environmental science, economics, sociology, policy analysis, and ethics. Interdisciplinary learning environments enable students to bridge the gaps between disciplines, enabling a holistic perspective on sustainability. Engaged learning goes beyond theory and encourages active participation in addressing real-world difficulties (Liu et al.,2002). Sustainable development professionals must excel at translating knowledge into action, collaborating with diverse stakeholders, and enacting change on the ground. Engaged learning practices, including internships, fieldwork, community partnerships, and problem-based projects, equip students with practical skills and a sense of agency to contribute meaningfully to sustainability objectives. This paper explores the symbiotic relationship between interdisciplinary and engaged learning as preparation for development practice. Interdisciplinary approaches furnish the intellectual framework for comprehending development challenges, while engaged learning opportunities provide platforms for applying this knowledge in real-world contexts. This interaction promotes critical thinking, creativity, adaptability, and empathy—vital activities and traits for professionals navigating the complex, ever-evolving scene of sustainable development. This paper uses document review and interviews to gain insights into history, mission and program design rationale of the Cornell University Masters of Professional Studies (MPS) in Global Development program. This paper underscores the positive outcomes of interdisciplinary and engaged learning in preparing sustainable development professionals. It emphasizes the significance of promoting a culture of curiosity, continuous learning, and open discourse among students, faculty, and practitioners. In conclusion, the paper underscores the pivotal role of interdisciplinary and engaged learning in shaping the future generation of sustainable development experts. By embracing these approaches, higher education institutions can empower students to become catalysts for change, equipped to tackle the multifaceted challenges of sustainability with competence, creativity, and compassion, thereby becoming fervent advocates for positive transformation.