Interdisciplinary teaching has been a common practice in Industrial Design (ID) programs, and many of the projects that are being applied in ID studios or courses are sponsored by or in collaboration with external entities. In addition, user-centered design has made stakeholder engagement an undivided part of the design process. Therefore, many of the interdisciplinary projects that are in collaboration with non-design stakeholders require engagement with communities involved in the project. In this study, we are investigating the relationships among the interdisciplinary project-based courses, the related communities, and student learning outcomes. Also, we are looking into challenges that the faculty (especially ID faculty and programs) face in designing, creating, conducting, managing, and maintaining such projects in relation to the collaborative efforts with the community. This study is a Work in Progress (WIP) to investigate the impact of project-based learning and interdisciplinary teaching on community stakeholders, collecting data through interviews, focus groups with course founders-designers, community partners, industry collaborators, students, and community members to gain insights; and includes some data collected through qualitative and quantitative methods, including surveys, interviews.