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The purpose of this exploratory multiple- case study was to formulate a grounded theory of psychologists' competencies and supports needed for an integrated provider role and effective practice at primary care clinics in Sweden. Three cases were employed, using semi-structured interviews with three psychologists, who had done their internship for certification in integrated care settings, and data on clinics' resources and psychologists' productivity. A constructivist grounded theory framework guided data analysis. It generated an interpretative portrayal of competencies that revolved around the prinicpal category of engaging oneself and others in an iterative, contingency-based learning process. Two preconditions for such an engagement were committing and accepting discomfort. Competencies emerged as a sequential order consisting of knowledge and skills (1) to comprehend the context, (2) to do what one experiences fits the context, and (3) to track the context compatibility of one's actions. In terms of supports, the following categories emerged from the data: (1) supporting the development of broad competencies through academic courses and training and (2) supporting the development of context specific competencies through supervision, team, and managmenennt support. The findings indicate that primary care psychologists who seek integration may need competencies and supports to immerse themselves in the dual processes of adding their services to the context and at the same time altering these services and the workflows around them.