The "Integrated Mathematics Project" was conducted under the sponsorship of the Montana Council of Teachers of Mathematics and designed to examine the issues of teaching secondary school mathematics in an integrated manner to all students. The purpose was to improve mathematics literacy in the general population in accordance with suggestions by both the 1987 Mathematical Sciences Education Board (MSEB) draft report, "A Framework for the Revision of the K-12 Mathematics Curriculum," and the 1989 National Council of Teachers of Mathematics publication (NCTM), "Curriculum and Evaluation Standards for School Mathematics." A questionnaire was developed to determine the extent of the interest in, as well as the curriculum structure and content of, the pedagogical strategies critical to an integrated secondary mathematics program and to its expected outcomes and implementation. Responses from 54% of state supervisors (n=27), 31% of district supervisors (n=140), 33% of mathematics teacher educators (n=164), and 28% of mathematics teachers (n=140) were compiled to develop a first report. The data analysis focused on the following areas of concern: (1) a definition of integrated mathematics; (2) extent of interest in integrated mathematics at the state, district, and teacher preparation levels, including expected objectives for students and teachers; and (3) implications of adopting such a program in secondary schools for professional organizations, colleges and universities, state departments of education, school systems, testing organizations, curriculum developers and publishers, and funding agencies. The rest of the report discusses each of three areas in turn. Appendices, forming about two-thirds of the document, include questionnaires used, national demographic data, survey results, and a packet of materials sent to participants who reviewed the second draft of the policy report. A separately bound executive summary accompanies the report. (MDH)