Professional development (PD) on approaches to curriculum integration (CI) continues to be essential for teachers to stay abreast of developments to improve student performance in their courses while also supporting learning and achievement in core subjects. We aimed to explore and derive meaning from the shared experiences of six agriculture teachers who participated in the Math-in-CTE Study conducted from 2003 to 2005. Seven interpretive themes emerged from the teachers' experiences. Even though 10 years had elapsed since the PD, participants reported still using aspects of the 7-element pedagogic approach learned and teaching all or portions of the math-enhanced lessons they developed. The need existed to continue to provide PD on CI but challenges to maximizing its impact were evident at the school level. Teachers of core subjects need to serve as long-term collaborators and school leaders should strive to support communities of practice focused on CI.