This study discusses the implementation of a program developed under the goal of nurturing student teachers into adaptive experts. The program emphasizes a connected understanding of concepts in educational studies and the complex application of educational theory to real situations at schools. The study uses Drake's integrative design method to develop a program on conflict management that the researchers later administered in college-level teacher preparation courses. In particular, it integrates real conflict situations on the field with the achievement standards in educational administration, educational psychology, and curriculum development. The results of the study show that students reacted positively to the program, responding that they have understood well the major concepts in each subject, that the integrated study of administration, psychology, and curriculum has assisted them in real situations, and that they were able to deal with their given conflict tasks through an application of the program's materials on conflict-coping styles and coping methods. They also gave high satisfaction scores to the program, commenting that they would want more integrated courses centered on school/field issues to be opened in the future. Challenges to the actual development and implementation of the program include difficulties in designating the scope and content of integration and in the selection of field situations.