Preservice teachers (N = 27) in two sections of a sequenced, methodological and process integrated mathematics/science course solved a levers problem with three similar learning processes and a problem-solving approach, and identified a problem-solving approach through one different learning process. Similar learning processes used included: conjecture and test, reason, and experiment and collect data. Although the problem was solved by similar processes: 26 out of the 27 preservice teachers categorized the problem as one of mathematics because of its association with formulas, equations, and numbers. This learning process, which is not shared with science, signals a difference in the disciplines. This difference may be associated with sequenced integration, a form of integration which allows problem-solving in depth and enriches an understanding of epistemology. The implication for this study is that the current movement towards total, enhanced, and parallel integration may not allow students to strongly enrich aspects of mathematics learning.