An study explored the extent to which integration of a philosophy of health in the educational curricula of nurses, midwives, and health visitors in Britain had been achieved. Four case studies and consultancy were undertaken, and both pre- and postregistration curricula were examined. Semistructured interviews, discussions, classroom observations, and questionnaires were used with college staff, students, and hospital and community practitioners. Findings indicated that a philosophy of health had not been successfully integrated into pre- and postregistration courses for nurses and midwives. Community nursing courses appeared to have achieved more success. Aspects of a philosophy of health and health promotion were well represented within the curricula but in a fragmented and disjointed way. The predominant philosophy of health espoused in most curricula tended toward traditional approaches that emphasized physical health focused on individual lifestyles rather than advocacy, empowerment, community participation, and development. Three principal recommendations were as follows: nurses, midwives, and health visitors should develop their own conceptualization of health promotion; all educational programs should include regular consolidating sessions on health promotion; and nursing facilitators should help and direct students and practitioners to apply health promotion theory to practice. (Appendixes contain instruments and 94 references.) (Author/YLB)