This thesis analyses the integration of knowledge (disciplinary, expert and lay) in order to contribute to the understanding of how knowledge can be integrated for conservation.  Specifically, the thesis asks: a) how the knowledge of social and natural sciences can be integrated to better manage social-ecological systems; b) what the barriers are to integrating different types of knowledge; c) what the outcomes are of integrating different forms of knowledge; d) what type of participation can best sustain action; and e) how participation can improve adaptive capacity. In Chapter 3 the underlying philosophies of the social and natural sciences are mapped out and evaluated, demonstrating how taking one philosophical stance over another influences project methodology and outcome.  The mapping process may also benefit knowledge integration by enabling researchers to make their underlying assumptions explicit.  In Chapter 4 current cross-disciplinary research in conservation is analysed: results suggests more integrative research (interdisciplinary or trans-disciplinary) has a higher impact on practitioners whereas less integrative research has a higher impact on colleagues.  Using conservation case studies from England, Scotland and Wales, Chapters 5 and 6 investigate some claims made for participation in conservation.  Chapter 5 analyses the satisfaction of participants with implications for participant recruitment and retention. Chapter 6 evaluates how participation and how particular participatory approaches may influence participant learning.  Results indicate a strong link between the integration of participants and types of learning that are considered to build adaptive capacity. Findings indicate that the approach taken to integrating knowledge can directly affect who benefits from the research, methodological flexibility participant satisfaction and learning.