In this first case study we describe an integrated program offered to a class of Year 8 students and a group of academically talented Year 10 students at one Perth high school. We observed a range of ventures involving the integration of mathematics, science and technology through the vehicle of a technology-based project. The study examined the teaching strategies, student enjoyment and student learning in these integrated settings. A variety of data collection methods was employed, including field notes, interviews, photographs and the collection of artefacts such as teaching notes and work samples. Students completed concept maps and learning journals. We present evidence that learning outcomes were more successfully achieved in some projects than others and theorise the factors that may have influenced the project outcomes.