The aim of this study was to test the hypothesis that the different teacher groups of the Finnish comprehensive school differ from one another in their pedagogical thinking and practices. The authors of this article have conducted teacher in-service-training on integrated curriculum using new educational technology (interactive video and a database on integrated teaching). The subject area was the integrated curriculum based on developmental work coordinated by the supervising teacher. Teachers' thinking and attitudes were surveyed after training in the groups of class-teachers and subject-teachers (N=39). The differences between those groups were tested in 11 variables using the t-test. The main results were as follows: (1) both teacher groups thought that they had received new and reliable information, which cannot be received easily from other information sources; (2) the class-teachers tended to feel working on the interactive video and database more interesting and easier than subject-teachers; and (3) the class-teachers also had received clearer ideas of the working modes in integrated teaching than the subject-teachers. Thus, the hypothesis clearly was supported and useful feedback was obtained of such teaching materials and methods. A copy of the questionnaire is included, and data is presented in six graphs. (Author/MAS)