This qualitative study reports the concerns of faculty in one food science department as they integrate communication competencies into their classes. The results of the study prioritized self-reports from faculty regarding the challenges they experienced while integrating communication activities into their classes; the nature of the concerns and accompanying recommendations may be generalizable to integration efforts in other disciplines. Two areas of concern that emerged are: faculty were challenged by logistical issues such as developing assessment instruments and assignments and by developing group activities; second, the risks they took by teaching an area outside of their disciplinary expertise caused them to question their preparedness to teach another discipline in these ways: they felt they were losing control of their own disciplinary content and were not prepared to help students with group activities or to give students useful feedback. Several issues emerged for the consideration of agents of integrations and researchers in this area, among them, that integration is a process rather than an event, and agents of integration are visitors who must respect the traditions of the disciplines within which they work.