The aim of this self-study was to critically consider the authors' individual thinking and practices as they worked toward a shared understanding of connecting science and literacy during instruction. As teacher educators from different disciplines, this work required them to carefully and recurrently examine their individual understandings of the purposes and processes underlying curriculum integration. It also asked the authors to consider and reconsider integrated instruction through the lens of a colleague whose disciplinary focus is different from their own. Through this process, the authors refined their individual understandings of curriculum integration and negotiated enough of a shared perspective to develop and operationalized definition of what it means to make meaningful connections across disciplines during instruction.