The intent of this paper is to examine the current educational literature relevant to interdisciplinary instruction. Its focus is to provide educators with information to facilitate planning for effective interdisciplinary instruction, particularly at the secondary level. Current research literature indicates that using an interdisciplinary, or integrated, curriculum provides opportunities for more relevant, less fragmented, and more stimulating experiences for students. Various models and approaches towards this form of instruction are presented and the emergent patterns discussed. The research shows little qualitative and quantitative data on the effectiveness of interdisciplinary instruction and on how to plan for this form of instruction; much of the literature found relates to specific case studies of particular schools. The literature reveals five primary elements related to planning for interdisciplinary instruction: (1) the need for administration support, vision, and resources, as well as teacher commitment; (2) the identification of teams of teachers and students and the interdisciplinary model to be implemented; (3) an identification of the unit theme, including objectives, activities, and evaluation methods; (4) planning time made available for teachers as well as inservice training; and (5) the selection of a theme that centers around self and society. Interdisciplinary planning model samples are included in the appendix. (Contains 33 references.) (ND)