In the context of engineering education, “Final Year Projects (Research)”, also known as “Capstone Projects”, are used to demonstrate students’ final achievement based on the skills, knowledge, and experience gained through the whole engineering degree program. In another words, these subjects are designed to bring together all aspects of students’ experiences. Also, it is believed that students should demonstrate professional skills such as: team work, and communication skills as well as knowledge in the field of engineering. For double degree students studying both Engineering and Business at Swinburne University, Australia the final year projects require students to combine and demonstrate their expertise and skills in both disciplines – Engineering and Business. This paper investigates the pedagogy in the final year research project subjects for double degree students. The researchers are investigating the practises relating to the supervision of these multidisciplinary capstone projects in order to improve the learning and teaching experience for students and academics,. Interviews have been conducted with supervisors from both disciplines. Preliminary findings indicate that most supervisors would be happy to work more collaboratively to develop a clearer understanding of the problem under investigation, using cross disciplinary perspectives, with a key focus on critical points during the semester. A superior solution to the problem being investigated can only be achieved through working collaboratively together.