The new secondary education curriculum in Malaysia, which uses an approach integrating skill development, content knowledge, and values, is examined from the perspective of language teaching and learning. Specific attention is given to the ways that curriculum and materials design can contribute to overall student development, the primary objective of the new integrated curriculum. Various questions with regard to design principles are addressed, such as: (1) In what way does the language program contribute to the development of the individual as a member of society? (2) What kinds of language skills and experiences are needed to achieve overall integrated development? and (3) What assumptions about language and language learning would best support classroom strategies and materials production, be in line with national goals, and contribute to target language mastery? The detailed guidelines for basic and supplemental materials development, drawn up according to language curriculum guidelines, and the resulting materials are briefly described. The strategy of providing 360 resource centers for additional instructional support is also explained. An analysis of the problems and other issues relating to the new curriculum looks at: shortcomings found in the newly developed materials; meaningful integration of content, skills, and values; the place of literature in the curriculum; and production of support materials. A brief bibliography is included. (MSE)