This article describes a curriculum integration project at West Chester University that pairs a professional course in educational foundations with a general education course in sociology and includes both education and non-education majors. The courses include discrete, discipline-specific objectives, but are taught using a collaborative pedagogy and an experienced learner who attends both classes and helps students make connections between disciplines and among each other. The centerpiece is an integrative, field-based research project in the schools which demonstrates that students are able to integrate the subject matter of the two courses and develops a heightened awareness of the importance of schools in our democratic society. The authors describe problems in achieving curriculum integration, but stress the promise for presewice teachers and for schools of education that are able to reach out to include non-education majors.The long-standing criticism (Dewey, , 191 5/1956 Sizer, 1985 Sizer, , 1992 that academic knowledge is too often presented in a fi-agmented fashion that makes it difficult for students to make connections between subjects is currently being addressed by attempts to integrate the curriculum, not only in elementary and secondary schools, but in universities as well (Graff, 1992). Within departments and schools of education, many faculty are working to integrate professional courses and to integrate class-based coursework with field experiences. There is a desire to integrate professional coursework with content area specialties and with general education as well. Fullan (1991), for example, talks about general education courses as a "largely unknown backdrop," and Goodlad (1 990) calls for program coherence in the preparation of teachers. Some authors also suggest that professional education courses themselves need to become "more liberal in nature'' (Proefriedt, 1994, p. 5) and focus more overtly on helping prospective teachers acquire analytical, evaluative, and interpretive skills traditionally associated with the study of the liberal arts (Weaver, 1991). An emerging literature on the importance of linking professional and liberal studies identifies two widely held views of teaching and teacher preparation, and then develops a third view that draws on postmodernist theoretical perspectives and ties these to ethical demands for social justice (Beyer,

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