Abstract By examining limitations in school curricula, this study addressed the integration of space exploration education in the United Arab Emirates (UAE) curriculum by assessing topics to provide said integration. The study highlighted the observations, challenges, and endorsements of applying space exploration education and its integration into core academic subject materials. The process of teaching space facts, however, requires exploration by academic researchers. This study collected data from a secondary school to understand how science teachers consolidated the theme of space to apply an instructional module that associated concepts from space education as well as astrophysics, science, and mathematics. We present standards from extra curriculum elements, lesson plans, good student–teacher communication in classrooms, and students' interventions. Students were able to justify the significance of space within the science and arts curricula, analyze their opinions of the divergence and convergence of various science forms, investigate space, and perform personal interdisciplinary implementations. Our aim was to encourage science teachers to plan lessons concentrating on “big ideas." The study recommends permitting further curricular liberty as well as providing teachers with suitable collaboration, as these are crucial to achieving significant levels of integration of space exploration education.