This article discusses the development of English-as-a-Second-Language (ESL) curricula that are consistent across course levels. The article argues that to maintain consistency, teachers must cooperate to form an ongoing, systematic development of subskill-based course guidelines in the skill areas of speaking, listening, reading, writing, and grammar. The discussion outlines a process for identifying relevant learning subskills and ways in which they can be developed and addressed in a pedagogically sound manner. An account of curricular reform at one intensive ESL center follows, detailing the process used by teachers to cooperatively establish course guidelines. Skill development in the preliminary drafts of listening and speaking guidelines is examined, and methods for coordination with other teachers are noted. Recommendations are made for other language institutions wishing to take this approach. Drafts of speaking and listening guidelines are appended. (Author/MSE)