The Food For Thought Project, a collaboration between Indiana University's Environmental Literacy and Sustainability Initiative and Human Biology Program, developed and tested a novel model of multi-course and multi-partner service-learning as a means of increasing student interdisciplinary understanding and civic engagement.  Food literacy was chosen as a model interdisciplinary theme having local and global social, economic, and environmental dimensions. The courses taught involved a range of disciplines (public and environmental affairs; health, physical education and recreation; ecology and environmental science; and fine arts) and students (freshmen to graduates, non-majors and majors). Community partners included a food pantry, a student organic garden group, and a garden and nature center. The key element of our model was the collaboration of multi-class teams of students on service-learning projects. Other teaching and learning tools included two hours of direct service with a community partner, group and electronic reflection sessions, and electronic portfolios. Our central question was: How does a multidisciplinary service-learning community organized around a common theme support and enhance student learning and civic engagement?  Data sources included electronic portfolios, student responses to service-learning surveys, and information on student demographics. This project demonstrated that it is possible to coordinate interdisciplinary teams of students and faculty with multiple community partners, and yielded a rich set of "lessons learned" that will improve future implementation.  Preliminary results indicate that student learning and civic engagement were supported via this model.  Themes emerging from student work include an understanding of the environmental, economic and social dimensions of food and food production and awareness that everyday food choices have consequences for the environment, the economy, and social well-being at personal, community, and global scales.  In addition, the interdisciplinary nature of student teams appeared to enhance the quality of service-learning products for community partners.