Comprised of 4 chapters, this dissertation explores the existential premise "existence precedes essence" as applicable to development of a conceptual model for an Appalachian studies curriculum. Entitled "Personal Considerations: Pedagogy of a Hillbilly", the 1st chapter details the conflicts between the Appalachian institution of the extended family and that of the public schools. Chapter 2 reviews and comments upon the differing interpretations of Appalachian history and culture. Divided into 5 components, the 3rd chapter presents the following philosophical considerations: (1) existence as a self (conception as the beginning of existence); (2) the self as formed and structured through interaction with institutions, individuals, and systems; (3) the self discovers itself (theological, psychological, and philosophical aspects of self discovery/rebirth); (4) the self defines itself (free will); and (5) the self transcends itself (conscious acts within a cultural setting of the self defining individual). Dealing with the practicalities of applying the "From Existence to Essence" model to ethnic groups in general and Appalachians in particular, Chapter 4 is divided into the following 3 components: (1) institutional reform; (2) recall (suggestions for helping those victimized by miseducation); and (3) curriculum reform. (Author/JC)