Using a case history approach, one teacher's attempt to integrate theory and practice in an elementary English-as-a-Second-Language classroom is described. Paulo Freire's problem-posing educational model is examined in terms of its capacity to incorporate effectively the following theoretical premises: (1) language and culture form an inseparable unit; (2) language learning may not equal language acquisition; and (3) language acquisition necessitates language-focused comprehensible input in a suitable affective environment. A narrative of in-class experiences traces the development of teacher and learner in a collaborative decision-making process, juxtaposing features of behavioral and problem-posing curricular approaches, including those that are communicative, functional-notional, grammar-based, and content-based. It is proposed that positive learner outcomes can include self-worth, critical thinking, full literacy, language acquisition, and learner autonomy, and positive teacher outcomes can include fuller understanding of students and the collaborative nature of learning. (Author/MSE)