This article is concerned with the deliberation processes that took place in an integrated curriculum development project. An examination of those processes has raised some significant issues concerning the meaning of integration. the governance of curriculum, the nature of each subject matter, and the validity of the curriculum. The resolution of these issues was a complex and reiterative process, yet in the end some important points were made. When integration is meant by an accumulative reconstruction of experiences of an individual learner and occurs within the learner, integrated curriculum models can be varied according to the degree of helping reconstruction of learner's experiences. If integrated curriculum should be learner-centered, it requires a new system which is flexible enough for a school to initiate designing curriculum for its students. Each subject matter has developed its nature without an attempt to relate it to other subject areas. Therefore, to determine the scope of content which can be explained by the commonality found across the subject matters. the nature of each subject matter should be explored. Lastly, the best form of external validity for any curriculum project is the extent to which it is used in the classroom. It also presupposes a new school system to do so.