ABSTRACT Literature of the second language teaching profession recognizes a contemporary thrust for taking students and their environment seriously in the development of curricula. This article presents the philosophy of Paulo Freire as a foundation for such existential humanistic curricula. First, Freire's statements on the human person, consciousness, and the process of knowing, as well as his thought on institutionalized education, are summarized as a basis for determining the impact of his philosophy on curriculum design. The remainder of the article translates his philosophy into twenty curriculum design principles relating to the following elements: purpose, objectives, content definition, learning strategies, learning materials, planning, teacher role, student role, and evaluation. The principles are expanded into a sample second language curriculum design which provides a forum for exploring practical and theoretical implications of this Freirean-based existential humanistic approach to curriculum.