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In the face of today's complex challenges, it is clear that the convergence of academic disciplines in the support of creating innovative solutions is more important than ever. To enable this convergence, universities can adopt transdisciplinary learning experiences that promote the integration of different academic fields. One common method for integration is the application of design thinking methods and the development of cross-cutting innovation-focused skills. The Mission, Meaning, Making (M3) model is an example of a transdisciplinary educational model that aims to transform traditional undergraduate learning experiences by combining the strengths of different academic units. The M3 model includes co-teaching and co-learning from faculty and students across different academic units/colleges, as well as learning experiences that span multiple semesters to foster student learning and innovative ideas. This collaborative initiative is designed to reach the broader campus community, regardless of students' backgrounds or majors. Therefore, the study presented in this paper explores how student participation in this transdisciplinary learning model and their perceptions of their innovation skills may vary regarding major and gender. This exploration can be important as 1) the model may or may not be meeting the needs of participants across areas of study and 2) perceptions of abilities may influence a sense of belongingness for people within the model’s programming. This paper will first highlight the details of the M3 model and its coursework and then provide the details related to the statistical analysis of 119 post- and retrospective pre-survey responses from students across diverse majors as well as any implications for the results.