This paper reports on a collaborative project with 20 preservice teacher education students to develop methods for working with curriculum integration of English and social studies. A portion of the methods class was team taught and involved the students in the preparation of interdisciplinary units on a young adult novel. This modeling of the process of integration followed a pattern of community building that was reflected in the student work. Through observation and student journal entries, the study showed that a valuable teaching technique was developed. Both students and professors were changed by the experience. (Author/EH)