The process of revising the second language curriculum in a Japanese postsecondary vocational school is described, focusing on the collaborative approach taken. The school provides second language instruction and vocational training in several occupational areas. A number of research teams or "focus groups" were established, each with a clear statement of purpose and goals. The subsequent curriculum renewal process has three phases. In the first, 16 faculty and administrators in three focus groups developed a mission statement and philosophy for the institution, conducted a needs assessment among students, faculty, employers, and high schools, and developed goals and exit-level objectives for each program level. In the second phase, focus groups collated information on research and practice in various aspects of the language curriculum. In the third phase, four focus groups will work on development of curriculum evaluation instruments, faculty evaluation and development needs, provision of teacher and student resources, and student assessment. Lessons learned during the first two phases concern the need for effective communication, curriculum renewal as an opportunity for staff professional development, the role of consultants, and the need to establish realistic schedules. Problems occurring in a situation in which language and content instruction are provided in separate programs are discussed. (MSE)