This paper describes the adoption of an integrated mathematics curriculum for secondary school students. The decision to adopt this type of curriculum was based upon a one-year review of available curricula and involved many of the teachers that would be impacted, all secondary school mathematics department heads, and the district school board. As a way of determining the problems, issues, and indicators of success of the integrated mathematics adoption, the district surveyed the Integrated Mathematics I teachers near the end of the first year of the adoption. A majority of the teachers (83%) preferred to continue with the integrated program instead of returning to the traditional algebra, geometry, algebra/trigonometry sequence. The results and summary of that survey are included. Appended are a copy of the questionnaire and the numerical results. (KR)