Despite the importance of the integration of English language learners with native English speakers for social, academic, and linguistic purposes, few models of integrated bilingual education, other than two-way immersion programs, exist. This article describes one district's effort to design a K-5 late-exit bilingual program with an integration component. The study focused on the experiences of 35 bilingual and standard curriculum teachers who integrated their students for content area instruction. Analysis of written reflections submitted over 1 school year illustrates the positive influence of integration on social relationships and program status, and highlights teacher collaboration as a condition for success. The study also stresses that issues of language status and unequal student participation must receive explicit attention in integrated classrooms. (Contains 1 table and 1 endnote.)