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This article investigates how the experiences of students in industrial design and mechanical engineering departments, whose co-op modules complement all students' curricula at TOBB University of Economics and Technology in Türkiye, shape interdisciplinary learning outcomes. In an academic model where students rotate between university and internships, the study examines how co-op placements influence collaboration, reflective practice, and professional identity formation. A cross-sectional comparative study was conducted with over 100 students from both disciplines who completed at least two co-op semesters. A quantitative survey adapted from validated measures of collaboration self-efficacy, reflective learning, and professional preparation was used to assess differences in learning outcomes and perceptions of workplace integration. Statistical analyses (MANOVA and regression) examined how co-op quality and disciplinary background predicted employability-related competencies. Complementary qualitative reflections provided insights into how design and engineering students interpret professional collaboration in industrial contexts. Preliminary results indicate that design students emphasize creative autonomy and reflection, while engineering students focus on technical fluency and process control. However, both groups report increased communication, contextual awareness, and problem-solving capacity through real-world collaborative experiences. The findings contribute to discussions on diversity and integration in engineering and product design education, highlighting how collaborative education can bridge interdisciplinary cultures and foster hybrid professional identities.

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