Most non-Orthodox and many modern Orthodox Jewish day schools subscribe philosophically to a curricular methodology that attempts to integrate Jewish and general studies. This chapter examines the theoretical basis for curriculum integration in Jewish day schools and presents the different definitions for the term in these schools. The varied definitions of the term reveal a central concern for the Jewish identity development of students and indicate the influence that historical context, philosophical perspective, and educational setting have on curricular approach. The second half of the chapter explores many of the factors that contribute to or mitigate against the implementation of an integrated curriculum in the field both by reviewing the previous research and by presenting insights based on the author's work as a practitioner and head of school.