This paper reports on the review and revision of the Overseas Refugee Training Program's curriculum in English as a second language. The discussion focuses on the rationale and guidelines for the revision, the resources used to guide the process, and the criteria used in the selection of competencies. Specific intentions in revising the list of competencies included retaining the competency-based framework, focusing on the most critical competencies, developing language skills at the expense of some of the less necessary competencies, using the results of formative testing, and developing a special A-level curriculum. Competencies that were felt to be redundant, not critical for survival, or better taught stateside were deleted, reducing the number by more than one-third. Participants felt that the curriculum revision reflected the concerns of the teachers and supervisors implementing it and that it addressed the changing language needs of refugee students in the United States. The original and revised competencies at each proficiency level are outlined for comparison. (MSE)