In this research we shed the light on the curriculum considering it as the meeting point between the teacher and the student, and an essential element of the educational triangle, especially when it is about teaching a second language1 which most of the time lacks the adequate specialized teacher. The research presents a clear accurate picture of the process on which the curriculum of teaching a second language must be based, through examining the curriculum’s four elements: the outcomes, the content, teaching method, and assessment. Assuring that teaching language goes through two correlative questions: What we know of the language? And how we know it?, also the good and demanded curriculum: is the one that starts with defining the outcomes in an accurate way that meets student’s motives, targets, lingual backgrounds ….etc. then it proceeds another step toward choosing the content, and the experiences that helps more than others to reach the targets, and it is followed with another step which is represented by choosing suitable educational methods, and suitable activities, and the last step is represented by personal and reformative assessment methods.