We reflect on our experiences in developing and teaching industrial ecology to interdisciplinary classes of M.Sc. and Ph.D. students. During a three-year period different ways of teaching a course in industrial ecology were tested. We conclude that an industrial ecology course has positive effects on the students’ ability to acquire a holistic understanding of life-cycle environmental performance, a skill much in demand by industry. Such a course should be based on problem-oriented learning. We recommend the use of thematically-focused seminars with time for both lectures and workshops. We found that substantial participation by teachers from different disciplines and partners from industry and government is very effective. Such a course also facilitates a broader process of change within the university. Implementing industrial ecology in the university requires a joint effort and collaboration among various faculties and departments, where research activities, student projects, as well as regular student teaching and tutoring, must be complementary elements of a major interdisciplinary strategy. Such a strategy has been employed at the Norwegian University of Science and Technology (NTNU) since the first initiatives in this area were taken in 1993, and this has led to our present more comprehensive Industrial Ecology Programme (IndEcol).