This report describes and evaluates the TAMARACK integrated curriculum package implemented in a high school classroom in Ontario (Canada). The program integrates environmental science, physical education, and English through experiential instruction. The highlights of the program were producing a magazine of oral history, wilderness trips in challenging and environmentally significant areas, and two experiments in local research laboratories under the direction of working scientists. Parents were actively involved with the class. To evaluate the program, pre-program interviews, mid-point interviews, and post-semester interviews with students and parents were audio-recorded. At the end of the semester, students were beginning to articulate a sense of unity and coherence within TAMARACK. Four transcendent qualities integrating the TAMARACK curriculum were identified: (1) complete process, which refers to students performing complete productive tasks involving a series of steps; (2) authenticity, which refers to the fact that their work was embedded in the real world; (3) community, which refers to relationships developed among classmates; and (4) responsibility, which involved responsibility to the group as well as the individual. Curriculum integration can be viewed as bringing different disciplines together into the same time or place or as transcending disciplines and focusing on a larger social and human perspective. (KS)