This text offers an educational perspective on the challenges surrounding the implementation of integration (and interdisciplinarity) of mathematics and sciences and technology (M-S&T) in education and in the initial training of secondary school teachers. We find that the core nature of scientific and school disciplines in initial teacher training and in youth education needs to be redefined. This study is partly based on our past and present research on the teaching and learning of M-S&T. The main results show that the challenges of integration (and interdisciplinarity) are multiple mainly because of strongly established academic traditions in teacher training and also because of other variables explored in this text. Even though progress was made in the way didactics classes are taught in universities, much remains to be done. We will conclude with four avenues of future study and research development considering that M-S&T have very similar program contents.