This paper reviews the literature concerning integrative curricula for gifted learning. The goals of such curricula include encouraging students to incorporate innovative ideas into their learning activities, promoting self-actualization, unifying students' educational activities across subject-matter boundaries, and aiding students in organizing their knowledge and experience. Noted is the linking of integrative education to effective human functioning and self-image, independent investigation, inquiry approaches, and "whole brain" learning or "whole child" education. To translate the goals of integrative education into curricula, four models of curriculum development are discussed. The first, by Philip H. Phenix, proposes six dimensions of knowing and their corresponding cognitive abilities, and matches each qualitative dimension with a quantitative one. Katherine B. Bruch has developed a "Creative Characteristics Model" which includes physical, emotional, mental, and integrative sub-systems. The third model is J. Cecil Parker and Louis J. Rubin's "Process as Content Model" which involves organizing each subject around cognitive and operational processes. Alastair Taylor's model approaches integrative education by examining the integrative principles in human societies and suggesting hypotheses that focus on uniformities among levels of social systems. (JDD)