This article reviews the development of integrative learning and argues that it has an important role to play in broader conceptions of the undergraduate curriculum recently advanced in the UK. It suggests that such a focus might also provide arts and humanities educators with a hopeful prospect in difficult times: a means by which the distinctive value and potential of these subjects might be articulated and promoted. Interviews with humanities students and lecturer case-studies from a UK initiative in integrative learning are used to ground the argument advanced and provide illustrative examples of practice. (Contains 5 notes.)