This study deals with integration between core subjects and character subjects on the upper secondary schools Electrical Engineering Programme. The purpose is to investigate how four teachers define subject integration, which the advantages and disadvantages are according to them and what the purpose is whit integrate the core subjects and the character subjects.

The finding in this study highlighted that between themselves the teachers had different definitions of subject integration. In order to start up with a integrated working model the teachers had to come up whit a mutual definition of subject integration.