No major change in thought or action occurs without mistakes, casualties and growth. This article is designed to examine the implementation of integrated curriculum design from a more critical perspective. While the integrated curriculum innovators were confident about the design and their process, not all of their colleagues were interested in the change or agreed it was effective. Thus, the goal of this article is to give voice to the concerns of those who are not directly engaged in the implementation, in an effort to reveal some of the more personal ramifications of the process, highlight the evolution of thinking as the process matured and to offer advice.