Thematic Integrated Curriculum is not a revolutionary or new concept by any means. It has been tested by many teachers worldwide and has shown to be quite effective in teaching children about the complexities of this world as well as supplying the basic skills needed to make such intricate connections. This paper will explore the history of this curricular approach. It will illustrate the possible successes of implementing this teaching technique. Suggestions will be provided on how to mend the drawbacks experienced by many teachers who previously tried the approach but became intimidated. Finally, there is an exploration of protocol to follow when beginning to use thematic integration in an individual classroom.