This study examined social integration in 11 primary schools in Canada and 19 primary schools in China as reported by teachers in terms of the strategies employed to promote social integration and success in achieving social integration. Structured interviews were conducted with 64 Canadian and 52 Chinese general education teachers. The results showed that the strategies used to promote social integration were largely similar in both countries. Major strategies included the provision of a positive social environment, the promoting of positive attitudes toward individuals with disabilities, and the implementation of cooperative learning techniques. These teachers in the two nations differed mainly in the degree of emphasis on the strategies and the levels of success. The author suggests that future studies involve more nationally representative samples. (Contains 1 table.)