Australia often lags behind other countries in the implementation of the latest educational trends. We in Australia are happy, however, to 'jump on the bandwagon' and pursue what many may describe as fads for no other reason than that 'everyone else is doing it'. One could analyse this as an example of legitimation crisis theory: it is mandated so it must be right, or it's happening so that validates it. An alternative may be to observe and critically analyse the initiative for its intrinsic educational worth before it is mandated by policy-makers. One such trend is the cross-curricular project. This session will highlight the experiences of teaching staff from a number of subject areas, including mathematics, who were involved in one such project in an Australian high school. A discussion of the educational value of the initiative will ensue.