Integration of learning has emerged as a central concept in research about learning and curriculum in higher education. While the term is frequently used, integration of learning is taken up in a variety of ways in higher education contexts, disciplinary and professional fields. This qualitative synthesis asks: what deeper insights and new understandings may be gained from a collection of studies about integration of learning in higher education? The synthesis of twenty-one journal articles spans six key synthetic interpretations: insertions, arrangements, connectivity, widening the lens, purposeful action, and personal transformation. The synthesis is presented as a textual expression and a mosaic since each synthetic interpretation is distinctive and contributes to a meaningful and inter-related composition. The findings aim to expand our understanding of integration in reference to widely used learning models, such as the SOLO taxonomy, by bringing into view the complex relational ways that learners engage in knowledge making.