The purpose of this inquiry was to determine the perceptions of certain secondary students in the Greater Cincinnati (Ohio) area who experienced an integrated curriculum that combined the subjects of geometry and visual art. A mathematics teacher and a visual arts teacher collaborated to facilitate student discovery by implementing creative problem-solving strategies that make unique connections between the traditional subjects of geometry and art. Specifically, students explored paper engineering concepts while designing three-dimensional pop-up greeting cards. Understanding of how secondary students perceive integrated curriculum in the context of human experience was generated through surveys and semi-structured interviews with the students who participated in the integrated project. Since many students often see little relevance in school life, the study also addresses how integration connects subject areas in ways that reflect real world applications of mathematics and art in industry. Implications of the study are based on the cross-curricular connections students discover as they bridge the gap between their classrooms and the real world of problem solving. Appendices include survey and feedback forms. (Author/PVD)