The promotion of interdisciplinarity has been gaining prominence all around the world to better prepare students for the real-life challenges of an increasingly demanding society. This study aims to investigate how to promote interdisciplinarity in primary school in the framework of science education. With a qualitative methodology and an interpretative approach, participants are primary school teachers who participated in a collaborative continuing professional development program. Findings of our research show that teachers gained the skills to design and implement interdisciplinary tasks adequate to primary school syllabus.