Theory serves multiple purposes in undergraduate curricula. Theory provides predictive and explanatory frameworks that improve students’ comprehension of the unique characteristics of disaster and disaster management contexts. This greater understanding expands students’ ability to effectively apply critical thinking to multiple situations. This article examines the integration of multiple theoretical frameworks and models into a Vulnerable Populations in Disasters course. Using team-based learning and case studies as primary pedagogical and instructional strategies, these models, frameworks, and interdisciplinary approaches are explored.