This article examines the theoretical foundations and practical applications of an integrated curriculum for Teaching English to Speakers of Other Languages (TESOL). Moving beyond traditional, compartmentalized skill instruction, an integrated approach unites listening, speaking, reading, and writing within meaningful, thematic contexts. The paper argues that such integration mirrors authentic language use, increases student engagement, and accelerates pragmatic competence. Key models, including content-based instruction (CBI), task-based language teaching (TBLT), and theme-based cycles, are analyzed. Findings from a review of relevant literature suggest that successful implementation requires careful planning, teacher training, and adaptable materials. The article concludes with practical recommendations for curriculum developers and classroom teachers seeking to adopt a more holistic and effective pedagogical framework.