This study evaluated a project for integrating preschool- and school-age children in a joint educational program. The integration project (SKOBO) has been implemented in all education units in the investigated municipality. Each school has, however, had a considerable degree of freedom in carrying out the program with the potential to find its "own path." The classes in SKOBO consist of children 6-9 years old. The teacher and preschool staff cooperate in the school work, which is mainly individualized. Each child works with tasks that are appropriate according to the child's degree of maturity and his or her needs and interests. The staff cooperation during the school day makes possible the synthesis of both school work and play. Care and education are combined, and the personnel can make use of their different qualifications in a cooperative fashion with the child in focus. The aim of the present study is to investigate, using interviews, how the staff (on three studied units) and the parents of the children comprehend the integration program. In addition, the interaction of staff with staff, children with children, and staff with children was observed. The study found that the units (two classes with staff) work out their own models for integration. Among the things that differ are: (1) the nature and extent of cooperation between teachers and preschool staff; (2) the extent of integration of children of different ages in the classroom (quite often the six-year-olds were not taught in the main classroom, but separately.) Both the staff and the parents believe that this kind of program favors the social development of children. They are, however, unsure whether it also favors the intellectual development of the child. (Author/HTH)