This study aimed to identify the attitudes of diploma students (English major) towards using the Integrated Approach in teaching English. The researcher used a questionnaire with a five-point scale (strongly agree, agree, neutral, disagree, strongly disagree) in order to assess the attitudes of diploma students (English major) towards using the Integrated Approach in teaching English. The scale consisted of (33) items, which represented positive or negative attitudes towards the Integrated Approach and its application to teaching English. The validity and reliability of the questionnaire were tested by using appropriate procedures. The application of Cronbach Alpha formula indicated that the reliability coefficient of the questionnaire as a whole was (0.80). The sample of the study consisted of (62 male and female) diploma students (English major) at the Faculty of Education, Damascus university. The population comprised (70) students, (25) females and (37) males. The study revealed a high estimation regarding the attitudes of the students towards using the integrated approach in teaching English. The mean score of students\' responses was (3.86) out of (5). The estimation regarding the importance of the Integrated Approach in teaching English was also perceived as high (3.89), and the applicability was (0.78). The results of (T test) indicated that there were no statistically significant differences between the mean scores of males and females students regarding their attitudes towards using the Integrated Approach in teaching English. In the light of the previous results, the researcher recommends the adoption of a description of integration in teaching the four language skills in English Teaching Practicum.