Receptivity of educators to a sample integrated social studies curriculum to replace the present single subject discipline curriculum in Zambian junior secondary schools was investigated. Geography, history, and civics teachers from 50 schools in 7 of Zambia's 9 school regions considered a proposed curriculum which seeks to promote social awareness and national unity through interdisciplinary study of locality, weather and climate, transport and communication, and population. Teachers then answered open-ended questions concerning the relevance and effectiveness of the present curriculum, the efficiency of the new program, the possible need for teacher retraining and methods changes, and areas where the new curriculum could be improved. Results were generally favorable to the new curriculum, with some reservations. Those opposed expressed concerns that individual disciplines would be watered down or possibly neglected, individual departments might lose identity, teachers might lose autonomy, and problems would develop in teacher training and materials development. Recommendations for implementing a new curriculum include revision of teacher education objectives and teacher education programs, and accelerated training of curriculum developers. A sample of the teacher questionnaire is included. (LP)