A study in five schools investigated issues in the integration of language-minority students from bilingual education classes and native English-speaking students in academic subject area classes. Participating teachers, six grade-level teachers and six bilingual teachers, the latter selected for their experience with transitional bilingual education, were interviewed four times and observed in class once a week over 2-4 months. Together they represented five integration approaches, four based on existing transitional bilingual education (TBE) and one a two-way bilingual program. The TBE-based approaches included: (1) two self-contained classrooms (one bilingual, one monolingual) with movement between classrooms for academic instruction; (2) two self-contained classrooms with movement between classes for academic subjects and a second-language component; (3) team-teaching (bilingual and monolingual) of students physically in the same classroom, with the second language used as a support language by the bilingual teacher; and (4) team-teaching in one classroom with a second language instruction component. A variety of grade levels and languages are represented in the six classrooms. Each situation is examined, and characteristics of an integrated school are derived from the six situations. Contains 34 references. (MSE)