These authors relate the ways in which curriculum integration is explored in 2 university middle grades programs. In these settings, curriculum integration is encountered both in the design and pedagogy of courses and as a discrete content area for preservice and inservice teachers. Background information about the courses, the application of unique knowledge components, the development of schematic meaning, and democratic principles are discussed within the framework of curriculum integration. The authors conclude with final thoughts and recommendations. (Contains 1 figure and 1 table.)