This qualitative study examined seven Korean teachers' experiences teaching the Integrated Curriculum designed by the government. Data were collected through individual narrative interviews with 7 elementary school teachers. Analysis was conducted using transcription, thematic coding, textural and structural descriptions, and a composite description of the essence of the experiences. Interviews revealed that the teachers' experiences varied at the macro and micro level. Although participants saw benefits to integration, including greater engagement of learners, they also spoke of significant obstacles to its implementation, such as lack of support for teachers' decision making and misalignment with the assessment system. However, once they became more involved in implementing the Integrated Curriculum, they managed to develop strategies to integrate their classroom teaching with other school activities.