This study proposes to obtain two step-wise objectives. First, an analytical model for integrated classes as suggested by Lee and Chung(2017)[1] is further examined and developed. Objectives, contents, methods, evaluation, and lesson from cases are used as a set of criteria for analysis. Subsequent categories belonging to each criterion are discussed in some detail. Second, the model developed is used as a tool for analyzing a set of integrated classes actually operated in Korea. A total of 54 class cases reported in academic theses published in Korea are analyzed. Overall though not remarkable outcomes are found, this study provides some implications for future pioneers for integrated class operation. Constructivist philosophy is likely construed to promise a successful delivery of integrated efforts in teaching and learning. For example, education tools such as project-based learning, problem-based learning, case-based learning and so on are expected to play a critical role in making this integrated paradigm(STEM) in education reliable.