During university-based programs that prepare K-12 teachers, candidates traditionally participate in course work that discusses educational theory and application related to the future teacher's chosen population (based on age range and subject areas). Traditional methods courses cover the pedagogy related to a single, specific content area, or how to create learning opportunities for students in the discipline. However, with an increasingly complex world, it is in the best interest of students to learn how to connect disciplines to solve problems. For this to happen, teachers must learn how to create learning opportunities that allow students to learn to connect disciplines together. The premise of integrated education is a complicated one due to the many interpretations of the term. As a result, this project's goal is to navigate the multiple meanings of these terms and the impact their definitions have on the field as a whole, and then create a practical framework oriented towards educating preservice teachers. This new framework is then discussed in a practical sense as it is translated to a new elective education course for preservice teachers. This new course was structured around four modules focusing on different categories of integrated teaching. The course is outlined in terms of structure, development, student learning opportunities, and assignments. During the course's implementation, preservice teachers were introduced to theoretical structures of integrated education, participated in common foundational content experiences, and were then asked to develop integrated units for their field placements. Research was conducted in the form of interviews with the preservice teachers, their reflections on their learning processes related to integrated STEM work, and their overall growth towards integrated methods. Lesson plans were also collected, along with assignments from the course, to track the changes in the preservice teachers' attitudes, along with ways the course could be changed and further developed. A review of this data resulted in the identification of five themes summarizing what aspects of the course impacted their planning of integrated lessons. This study adds to the field of teacher preparation by studying how the integration-focused elective course prepared the preservice teachers for teaching integrated lessons and what components of the course have the largest impact on their decision-making processes. Results suggest how teacher education programs could be modified to better prepare their teaching candidates for integrated teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]