In many teacher education programs, curricula are comprised of fragmented courses within an academic discipline. This longitudinal study followed one cohort of teacher trainees in a fasttrack B.Ed. program in Israel and explored an integrative approach to intradisciplinary courses. These courses were organized around significant themes and issues. A mixed-method methodology was implemented. The data included 81 teacher trainee responses, 16 mentor responses, and 11 college staff responses. Data were gathered during three years at four different time points: 1) online questionnaire for trainees and mentors (end of 1st and 3rd year); 2) trainee focus groups and steering group meetings (2nd year). Qualitative data underwent content analysis. Quantitative descriptive statistics were calculated to clarify the categories further. The findings showed that these courses contributed to developing new knowledge, empowerment, and exposure to constructivist teaching/learning processes. The conclusions underscore the potential of incorporating integrative intradisciplinary courses to advance teacher training programs.