This paper focuses on a program at Marist Sisters' College, Woolwich (MSCW), an Australian secondary school, that integrates information skills into subject curriculums. A description of the school which includes its philosophy and ethnic makeup is presented to give a context for the program. The research project investigated the impact of information skills on learning and teaching. An interdisciplinary planning team was established to help teachers develop information skills in the classroom. The team found that there were four levels of commitment in regard to the program: resistance, curiosity, acceptance, and commitment. The team implemented two strategies to help teachers progress through the stages: a demonstration program was set up so that teachers could observe the process; and teachers were involved in negotiating lesson planning. Both qualitative and quantitative data were gathered to evaluate the program. Both teachers and students found the addition of information skills to the curriculum to be beneficial. These skills had an impact on students' self perception, learning processes, learning outcomes, and on the learning environments. The paper concludes by discussing the role of school administrators in integrating information skills into the curriculum. (Contains 10 references.) (JLB)