Content integration across subject boundaries is increasingly emphasised in curriculum reforms, yet its implementation may be shaped by how teachers understand its benefits and challenges and by their readiness and willingness to implement it. This study examined primary school teachers’ views on content integration and their self-reported readiness and willingness to implement it in the context of the ongoing curriculum reform in Slovakia. Specifically, it examined the relationship between the cognitive and conative dimensions of teachers’ views and sought to identify distinct teacher profiles based on these dimensions. A quantitative research design was employed using questionnaire data from 849 primary school teachers. Exploratory factor analysis identified three components of the cognitive dimension: perceived pedagogical benefits, organisational barriers, and socio-personal benefits. Correlation and regression analyses revealed a strong positive association between the cognitive and conative dimensions (r = .704, p < .001), with the cognitive dimension accounting for 49.5% of the variance in self-reported readiness and willingness to implement content integration. The three cognitive components jointly accounted for 52.5% of the variance, with perceived pedagogical benefits emerging as the strongest predictor, followed by lower perceived organisational barriers. Cluster analysis based on 813 complete cases identified four exploratory profiles within the sample: Enthusiastic Innovators (40.2%), Pragmatic Supporters (19.7%), Resistant Sceptics (8.2%), and Positive but Cautious Supporters (31.9%). The findings suggest substantial heterogeneity among the participating teachers and point to the potential value of tailoring professional support to teachers’ views, perceived barriers, and readiness to implement content integration.