Many universities in North America, Europe, and elsewhere have recognized the need to teach science in an integrated manner to reflect how modern science is now conducted. The focus of this symposium is on how the curriculum and structure of the program can help create scientists whose “first language” is interdisciplinary science and whose perspectives are inherently global in scope. Fundamental questions for all integrated science programs include the following: What are the key points of integration (e.g., concepts, themes, methodologies, structure)? How can the teaching of these key points be supported through the curriculum, lectures, labs, assignments, field trips, and group projects? What is the relationship between the curriculum and a global perspective? For example, if mathematical modeling is a key theme in all of the sciences, is there a better sequencing of topics in calculus, physics, and computing science to cover the theoretical, empirical, and computational perspectives? Also, if science is about more than just the classroom and laboratory, how can field work and group projects bring awareness of global issues (e.g., climate change, clean energy, biodiversity, and ecosystems) to both students and members of the community?