This article explores perspectives on the current contribution of integrated schools to society in Northern Ireland and asks whether there is a mismatch between what some expect from the schools and what they may be able to provide. It suggests that integrated education may for some be a magic panacea, whilst those leading the sector see the benefits of integrated education as emerging over a much longer and more realistic timeframe. Based on a series of interviews with principals and with other leaders, this article explores how integrated schools balance the practice and evaluation of integration with other conflicting priorities. It questions the extent to which the schools show variation and argues that greater coherence within the integrated sector might be helpful in the current climate. (Contains 1 table.)