In this qualitative study, we examined eleven Singapore teachers' conceptions of teaching and learning as related to their experiences implementing integrated curriculum. Interviews revealed that the teachers' conceptions of integration spanned the spectrum of ideas found in relevant literature. Further, although participants saw benefits to integration, including greater engagement of learners, they also spoke of significant obstacles to its implementation, such as teachers' own perceived lack of subject knowledge and a misalignment with the assessment system. The findings, while echoing previous studies conducted in various countries, highlight implementation difficulties in settings where high stake examinations and disciplinary-based curriculum prevail. (Contains 3 tables.)