Secondary and college level curriculum development projects that integrated women's history into American survey courses are described, and conclusions are drawn. The college level projects consisted of lecture outlines and bibliographies written and field tested by teachers and an annotated bibliography and six-week curriculum unit developed by teachers at a summer institute. The secondary level project comprised a summer institute in which teachers developed and then tested lesson plans. Field testing indicated that students had favorable reactions to the new materials and approaches. Although teachers who field tested the projects were enthusiastic, it was apparent that the most critical problem was the lack of training in social history and women's history. Further, although both secondary and college teachers reported that they want to add material on women to their American survey courses because they believe that integration changes students' views of the past, they differed about what they want from curriculum development projects. Secondary teachers suggested development of ready-to-use materials, including a new textbook and teacher's manual with background essays for teachers and students. In contrast, college teachers expressed a need for annotated bibliographies, but did not want to rethink their entire survey course or use a new text. (RM)