There has been growing interest to establish curriculum integration in secondary schools due to the promotion of relevant contexts used in programmes. This study examined the role of a STEAM programme with junior secondary school students, using a future-focused inquiry which included Science, Environmental studies, Technology, the Arts, and Mathematics. To explore the potential role of STEAM programmes, a group of teachers from a New Zealand and a Japanese international school participated in a short-term research intervention. While curriculum integration has been a feature of learning in many primary schools, secondary teachers, who are usually subject specialists, are faced with the challenge of how to design and facilitate cross-curricular inquiries using STEAM. To meet this challenge, the teachers and curriculum developers considered the interface between their conceptions of cross-curricular inquiry and taking practical steps to implement such a programme. The study investigated pedagogies to develop skills in cross-curricular project work and new themes to exemplify integrated STEAM learning.