The topic of innovative curriculum planning piqued the interest of teacher educators at a public southeastern university, where it is commonplace to grapple with such concepts. In this paper, the authors describe a study of curriculum integration focusing on social studies and visual arts. The study participants were university level students enrolled in either a social studies or visual arts elementary methods course. The research questions focused on the university students' understanding of the integration of content, exploring both how they identify appropriate integration and their perceptions of appropriate integration. The authors first provide definitions of social studies, visual arts, and curriculum integration, and then discuss the participants and methodology in their study. Finally, they present their findings and conclusions. (Contains 2 tables.)