This study aimed to describe the urgency of integrated learning in mathematics, science, technology, engineering and  arts. The method used was a survey research method. The research subjects was 102 high school mathematics teachers in South Sulawesi and West Sulawesi who were randomly selected. Data was collected through questionnaires. Data collected was then analyzed by descriptive analysis. The results showed that 85% of teachers stated that all mathematical concepts taught to students could be applied to other fields of science, 11% stated that only some mathematical concepts were applirative, and 4% stated that mathematical concepts could not be applied in various fields. As many as 62% of teachers always take the initiative to integrated mathematics taught into other fields of science, 15% of teachers integrated mathematics in other appropriate fields, 11% of teachers claim to integrate mathematics was only in economics and trade, 4% integrated mathematical concepts taught to other fields if they were exemplified in textbooks, and 8% of teachers did not integrate mathematics into other fields. As many as 38% of teachers stated that students understood integration of mathematics into other fields, 27%  stated that students understood  integration of mathematics only in economics and engineering, 8% stated that students understood integration mathematics  by examples, and 27%  stated their students did not understand mathematical integration concept in other fields. In the aspect of the need to develop an integrated learning model of mathematics, science, technology, engineering, and art, all respondents stated that urgency of  this learning model.