Learners of English as a second or foreign language (ESL/EFL) bring an array of backgrounds, identities, and experiences to the classroom. Through exposure to other views, learners can reflect on their own place in their world and engage in "self-authoring"--a term coined by Hernandez-Zamora (2010) that refers to critical-thinking skills development and acquisition of language resources to take charge of one's life. In this article, the author describes a study on the use of a self-designed ESL online curriculum to cultivate self-authoring within the context of an EFL online class with a female student in Afghanistan. A computer-mediated communication (CMC) tool called VoiceThread was used for this project; however, due to Internet connectivity issues, it played a secondary role. While this study centered on a teaching context in Afghanistan, the themes and content explored are applicable to any classroom context and can be adapted to other language levels and classroom settings. In effect, the primary goal of this curriculum is to help learners gain an awareness of their place in the world and play a more active role in their learning process. The author draws from a body of literature that examines self-authoring and the role of a curriculum in developing it. She describes the teaching context in which she conducted the study, then gives an overview of the unit plan and a description of the lessons she used. She also provides teaching suggestions for use in other contexts. Finally, the author discusses implications based on the results of this study.