The research described in this paper was conducted over a 4-year period at Orangecrest Elementary School, a new school in a Southern California urban district, which adopted Integrated Thematic Instruction (ITI) at its inception. ITI, developed by Susan Kovalik, is a tightly structured program based on the idea of year-long themes which are broken down into monthly and weekly increments. Inquiry learning is the basis for ITI, in which all learning is seen as connected and interdisciplinary. Data were gathered through observation and participation in operations of the school and individual classrooms, interviews with key personnel, and planning and evaluation discussions. Teaching philosophy and classroom activities are detailed for three teachers, at the kindergarten, first-grade, and sixth-grade levels. The findings of the report include: (1) ITI was implemented in nearly every classroom at Orangecrest, though with significant teacher variations; (2) there was no direct or indirect policy attendant in the selection of ITI for the school, nor was the program evaluated after it was implemented; (3) the strong leadership of the principal was crucial to the selection and implementation of ITI; (4) teachers found that ITI reflected and articulated their beliefs about teaching and learning; (5) while no figures have been specifically called to address academic achievement, Orangecrest students score well above district averages on standardized achievement measures. Two figures present the data and five appendices contain the theme and skills maps for the various grades. (Contains 25 references.) (ND)