This study examines the strengths and weaknesses of full-day school at the Integrated Islamic Elementary School (SDIT) in curriculum development and learning that emphasizes an integrated curriculum and integrated learning. Respondents consisted of a principal, two teachers, one vice principal for academics and curriculum, and one teacher assigned to improve the integrated curriculum and integrated learning. The research method used is descriptive qualitative method with observation, interviews and documentation to collect and analyze data. The results show that the SDIT concept relies on stakeholders who provide education, and a self-development curriculum that relies on the need for an adjustment curriculum of SDIT Cahaya Insani Temanggung based on the Integrated Islamic School Network (JSIT). The curriculum concept applied at SDIT Cahaya Insani Temanggung combines two curricula, namely: the curriculum of the ministry of education and culture, and the JSIT curriculum.