This study was undertaken to validate a curriculum which integrated social studies, science, and musical concepts for first graders in terms of learner achievement. Learner achievement data were derived from 568 young learners in public schools. A four-group design which included one treatment group and three control groups was used. These groups were: a grade one sociomusic treatment group (n=317), a grade one separate subject comparison group (n=102), a kindergarten cohort group (n=73), and a grade two cohort group (N=76). The grade one treatment group experienced an integrated sociomusic curriculum taught by classroom teachers or instructional aides. The three control groups experienced separate subject instruction in music, social studies, and science taught by subject matter specialists. All four groups were similar in terms of socioeconomic and ethnic characteristics and all four groups were administered the same achievement instrument. Analyses of data revealed significant differences between group performances in social studies, science, and music concepts favoring the learner experiencing the integrative approach. (RM)