Curriculum design and implementation can be a daunting process. Questions quickly arise, such as who is qualified to design the curriculum and how do these people begin the design process. According to Graves (2008), in many contexts the design of the curriculum and the implementation of the curricular product are considered to be two mutually exclusive processes, where a long chain of specialists including policy makers, methodologists, and publishers produce the curriculum in a hierarchical process, at the end of which lies the teacher. There has been a movement in recent years by teacher-practitioners to exert greater agency over curriculum analysis and design (El-Okda 2005; Jennings and Doyle 1996). From September 2011 to the present, a group of teachers at the language center of a national university in Seoul have embraced their role as curriculum developers and collaborated on the creation, implementation, and ongoing development of a wholly teacher-generated backward-designed curriculum that targets their students' collective needs. The curriculum is teacher-generated in that they have created all their teaching materials without the use of traditional coursebooks, and it is backward-designed in that they began by identifying needs and learning outcomes before making all other curricular decisions. In the process of implementing and continuing this project, they have devised a ten-step development process (Butler, Heslup, and Kurth 2014), based on a backward-design approach to curriculum design, to facilitate the creation and revision of five-week teaching units for their practical English conversation courses.