The concept and importance of curriculum integration in Science and Mathematics has come to the fore in the recent years (Czerniak, 2007). Ireland's Science and Mathematics performance is well documented and extensively reported in the media and elsewhere (e.g. Expert Group on Future Skills Needs, 2008; Task Force on the Physical Sciences, 2002). Concern primarily lies with the post-primary students' underperformance in science and mathematics, coupled with a failure to make a successful transition to third level scientifically and mathematically orientated undergraduate courses. The aim of this study was to design, develop, implement and evaluate an integrated approach to the teaching and learning of Science and Mathematics in second level schools in Ireland. This was undertaken through the integration of a handheld graphic calculator known as ‘TI-NspireTM’ into first year classes (age 12 -13 year olds) of science and mathematics. This integration was assisted by the development and implementation of a unit of learning on distance, speed and time, with specific lesson plans which integrated the teaching and learning of both subjects by utilising the TINspireTM. The methodology of this research project was an exploratory year-long case study of three second level schools in Ireland and their implementation of the unit of learning in their respective schools. This paper focuses on the teachers' perspective of the integration of mathematics and science teaching and learning utilising technology. The study was qualitative in nature and was evaluated through a teacher's perspective where a teacher focuses on group interviews and independent lesson observations. The key finding emerging from the data is that the integration of mathematics and science was lost in coping with the technology demands required in implementing the unit of learning.