The Purpose of this study was to examine the validity of three following statements. The first statement is that to develop a man of integration is the ultimate objective of curriculum integration. The second statement is that to develop a whole person is the ultimate objective of curriculum integration. The third statement is that the ways of curriculum integration differ with three models of curriculum design. The results of this study can be summarized as follows. First, the statement that to develop a man of integration is the ultimate objective of curriculum integration seems to lack some validity due to the ambiguity of their meanings and the limitations of the principle of continuity of experience. Secondary, although the statement that the ultimate objective is to develop a whole person seems to be true, it lacks some validity. The reason is that, even if the elements composing a whole person are to be identified, there's not enough information about the ways they are integrated. Thirdly, the statement that the ways of curriculum integration differ with three models of curriculum design may be true as compared the experience-centered curriculum with the discipline-centered curriculum. In the case of comparison the subject-centered curriculum with the discipline-centered curriculum, however, it lacks some validity.