A review of literature in curriculum integration reveals that it is possible tornuse themes (basic concepts), student activities or social problems as unifyingrnelements, which depends on the leading philosophy of the curriculum development.rnAnd education is more responsive to its intent when it ref/ects local and regionalrnneeds. Accordingly, the main purpose of this study was to identify the approach ofrncurriculum integration in the first cycle primary schools ofTigrai according to thernneeds of the students and the society.rnThat is, 193 subjects (students, parents, teachers and representatives of thernregional bureaus of education, agriculture, health, and teachers' and women'srnassociation) were used to investigate the relevant approach of integration for thernlevel and region underdiscussion. The data gathering instruments werernopinionnaire and interview. And the data procured was interpreted usingrnpercentages and the chi-square.rnResults of the study, then, indicated that the social problem curriculum wasrnpreferred to the activity and thematic ones. Furthermore, it was found out that thernneed of such a curriculum was not a fUnction of (a) cognitive development ofrnstudents, (b) sex, educational level and domicile differences of students and parentsrnand (c) sex difference of educational professionals. But educational levelrndifference of the educational professionals seemed to affect the result: majority ofrnteachers (J2+T TI. and diploma) and educational offiCials (BA.lB.Sc. andrnMA.IM.Sc.) selected the social problem and activity approaches respectively