This paper describes a student centered, integrated curriculum that was developed at an English comprehensive school for 14- to 18-year-old students and shows how English was taught within this curriculum. Sections of the paper discuss (1) the historical roots of the problem of curriculum organization that the school faced; (2) the organizational solution that was used--constructing a series of subschools based on student self-selection, depending on team teaching, and using teachers as tutors; (3) the epistemological solution, which points out how the team teaching concept and the organization of the curriculum gave the learner the control and responsibility for language development; (4) the role of English in this curricular scheme; (5) the problems for English instruction that existed in this integrated curriculum; and (6) the safeguards that can be used to ensure proper attention to language development and adequate English instruction in curriculum designs like the one described. (RL)