Elementary teachers collaborated on a research project that investigated how a constructivist approach to gifted and talented integrated curriculum strategies and techniques could be developed and implemented. The collaborative group action research cycle involved planning, collecting baseline data, intervening strategies/modifying interventions, repeating baseline data, and returning to the planning phase for future cycles. After determining the project focus, participants collected baseline data, then students formulated research questions, which involved contrasting the Mayan and Egyptian civilizations. Student research was conducted individually, but compiled collaboratively. Students searched for information in books, journals, and on the Internet. They compiled their findings in small groups. This same method was used to explore ancient Greek culture. Students examined ancient and modern myths, wrote their own myth, and developed strategy games based on the myths. Critical readings were added to the integrated curriculum to help students develop a dialogue with the teachers and be in charge of constructing new concepts. Data collected at the beginning and end of the project indicated a substantial increase in use of the constructivist approach in integrated curriculum planning. Findings from the study also indicated the incorporation of constructivist methodology in daily practice also increased. (Contains 15 references.) (SM)