A project to improve a program in English for academic purposes in Malaysia is described. The program is a university preparatory curriculum for Malaysian students wishing to attend colleges in the United States. In the program, students are placed in one of three tracks based on English language proficiency. The project was intended to integrate critical thinking, learning strategies, and study skills into the curriculum. The instructional development model used to accomplish this has three stages and nine functions. The first stage is that of definition, during which the problem is identified, learning environment and participants are analyzed and described, and management tasks and time lines are decided. In the second stage, development, objectives are identified, methods are specified, and prototypes are constructed. The third stage is that of evaluation, during which prototypes are tested, results are analyzed, and the processes of revision and recycling are conducted. The procedures used in this project are chronicled according to these stages and functions. It was found that in using this approach, teachers learned to view themselves as instructional developers rather than as content specialists. Problems encountered and positive effects of the project on teachers are discussed briefly. (MSE)