As professional, academic and accrediting bodies have periodically reviewed the need for and content of foundational college curricula in information management, a broad-based consensus has emerged as to what is to be covered in the standard management information systems (MIS) course. Within U.S. business schools today, there is little debate over the need for MIS courses and the topics addressed therein. On the other hand, those who teach information management continue to face challenges in connecting their sometimes highly-technical subject matter to the rest of the business school curriculum and more importantly in winning over their students to the fact that MIS plays a central role in the successful operations and competitive standing of all organizations. This lack of connection manifests itself very clearly in the serious drop witnessed over recent years in business school student interest in MIS as a major area of study and as a post-graduation career option. The purpose of this article is to present a framework for thinking about and teaching MIS that in the view of the authors better integrates the learnings of a MIS offering with the rest of the business school curriculum. The framework includes business needs, information requirements, and information systems elements. The objectives of this framework are three fold: (1) to more accurately relate the processes and technologies of information management to the operational, managerial, and strategic needs of the enterprise; (2) to provide the student with a lens through which to better appreciate the connections between the effective deployment and use of MIS and the realization of the organization's goals and objectives; and (3) to better enable the team of instructors who typically teach these courses within a business school program to provide a uniform and substantive MIS learning experience for their students while at the same time allowing individual instructors flexibility in their coverage of course materials. To these ends, the authors provide a historical context for the creation of their integrative learning and teaching model, an explication of the model itself, and then several illustrations of the application of this model in the teaching of representative business cases. We also outline course, student, and instructor-related benefits of employing the framework.