Statistics is a discipline that allows implementing novel teaching proposals based on inquiry. Students’ reasoning in the statistical context can be encouraged by implementing project-based learning in statistics courses. Statistical processes often involve other disciplines apart from statistics itself. We present an analysis of the staging of cross-disciplinary characteristics of an inquiry-based project in statistics for the degree in Business Administration. Three moments of cross-disciplinary collaboration are described and analysed from both the viewpoint of teachers and students. Broadening the perspective beyond the domain of statistics provides us with new insights regarding student engagement, challenges related to project organisation and management, and a venue for cross-disciplinary dialogue.