This case study describes and analyzes a Jewish high school program that sought to integrate Judaic and general studies. The research focused on the question of how educators at the "Keshet" School understood curricular integration. Administrators and teachers ascribed a range of meanings to this topic. Administrators articulated a vision of integration as a means of strengthening Jewish identity, whereas teachers were concerned with the practical aspects of linking subjects. This research posits three frameworks of integration based on Keshet teachers' practices. These are analyzed in terms of Schwab's (1978) commonplaces. The article suggests that day schools create professional development programs to help educators link Judaic and general studies, in order to encourage students to synthesize contrary ideas from the two areas, thereby creating their own meanings from these interrelationships. (Contains 1 table and 10 footnotes.)