Arguing that a successful general education program depends upon an integrated curriculum, this paper urges community colleges to take a strong leadership role in developing a curriculum that is consistent with historical, cultural, and biological realities. After underscoring the need for interdisciplinary education, the paper provides a historical summary of the development of discipline-centered studies, stressing their advantages and limitations. Next, an overview of the current status of interdisciplinary studies is presented, examining the increase of interdisciplinary humanities enrollments; the forms in which interdisciplinary courses are offered (e.g., courses within the humanities, interdivisional courses, heritage-based courses, theme courses, and weekend classes); the various purposes served by these courses; and the interdisciplinary curriculum cores of Miami-Dade Community College and Los Medanos Community College. Cohen and Brawer's model for an integrated curriculum, which is organized around divisions in culture, communication, institutions, and environment, is then described and criticized for its failure to bridge the chasm between science and the arts. Finally, the urgency for developing an integrated curriculum is stressed given the risks and dangers facing society and the importance of broad understanding in the survival of the species. A list of global, educational and administrative issues related to the development of integrated curricula is appended. (LL)