An intervention program sought to improve third- and fifth- grade students' ability to transfer learning among subject areas and to apply their learning to everyday occurrences. Surveys and interviews revealed the lack of student transference of knowledge among subject areas; teacher surveys and an interview with the curriculum director provided additional evidence. Probable cause of students' inability to make connections was thought to be related to curriculum overload, fragmentation, and irrelevancy; time, schedule restraints, and teacher reluctance to use innovative units also contributed. Two intervention strategies were used: (1) curriculum integration; and (2) use of alternative assessment. Integrated units connected core disciplines, incorporated technology into the classroom, and demonstrated the relevance of curriculum content in real-life settings. Methods of student assessment included portfolios, journals, writing across the curriculum, and testing that included higher-order thinking questions. The program was evaluated using surveys and interviews. Evaluation showed that the lack of connection across subject areas in school was reduced, and that students were better able to transfer knowledge among subject areas and to apply school-learned skills to everyday life. (Six appendices include interviews and surveys, criteria sheets, writing prompts, and a higher order thinking skills test.) (TM)