In this article, the author explains that before beginning to create concert programs, it is important that ensemble conductors first develop a long-term curricular plan to which each individual program will contribute. He continues that if an ensemble curriculum is devised so that students make progress over the long term, dynamic growth can take place over the course of a school year (or several years, depending on how long a student participates and how far into the future you choose to plan). Taking a sequential, repertoire-centered approach to curriculum is only one of many possible strategies for successfully developing students' awareness and understanding of all aspects of music. Because repertoire can serve as the fuel for a long-term plan, it is very important that teachers at all levels have a clear idea of which works comprise their core repertoire. Once your core repertoire list is developed, it can be used to craft a long-term vision of what your students will accomplish in terms of developing their technique and their musicianship. When developing a system for structuring your curriculum around the long-term preparation for the performance of the best possible literature, several additional aspects of programming an individual concert are critical for achieving success. A number of suggestions to help address some of these issues are provided. Figures in the article demonstrate: (1) The creation, implementation, and evaluation of a vision (based on Robert Quinn's discovery described in his book, "Deep Change"); (2) "Spiral Curriculum" model (based on Jerome Bruner's learning theory of the early 1960s); and (3) Interrupted flow of an unsequenced curriculum (the interrupted flow created when one journey is not linked to the next). A "Sequential Programming Worksheet"; and a list of "Resources for Creative Concert Programming" are also provided. (Contains 3 figures and 1 note.)