This study was intended to explore the difficulties in implementing the Integrative Activities Learning Areas in Elementary Schools in order to find the ways to improve its practical use. Document analysis, focus groups, and hermeneutic circles were employed in data collection and data analysis. Research findings were as follows: 1.The observed phenomenon in elementary schools implementing the Integrative Activities Learning Areas can be described in two ways, a) teachers’ teaching activities can be divided into three patterns, that is, teaching based on teachers’ deliberation, teaching based on textbook, and teaching based on the results of collaborative inquiry between school administrators and teachers; and b) teaching activities are performed in single classrooms, single-grade co-teaching classrooms, multi-grade co-teaching classrooms, or campus wide groups. 2.The problems observed in the implementation of the Integrative Activities Learning Areas can be categorized into three areas: teachers’ teaching knowledge, teaching practice, and the area of school administration. 3.The recommended strategies for improving the Integrative Activities Learning Areas in elementary schools include: informing teachers of the meaning of the program, empowering teachers, promoting professional dialogue among teachers, employing co-teaching approach, establishing teachers’ partnership, integrating the curriculum, improving school curriculum leadership, providing needed resources, strengthening the function of school curriculum development organizations, and engaging in curriculum research and development.