This paper is a case study of an elementary schoolteaching team, which has adopted both participant observation and in-depth interviews. The content consists of the process and steps of the teaching team in practicing integrated curriculum, teacher's developmental process of concept of integrated curriculum as well as the plight that teachers experienced. The research's results show that it can improve teachers' professional promotion through endowing with the right of curriculum design. We also might see teachers' pressure from three sources: the shortage of time, parental excessive concerns on children's academic achievements, and handing in numerous teaching results. However, the teaching team has their own ways to deal with the pressure that they encountered. Regarding the development of integrated curriculum in the future, the aims teachers have to achieve are positive attitude and aspiration after the true meaning of integrated curriculum.