Negotiation of syllabus design and content in college-level business English is discussed, looking at three types: negotiation between teachers of business English, between teachers and students of business English, and between business English and content-area business teachers. Examples of practice from the Chinese University of Hong Kong are cited. It is argued that of the three types, agreement is most easily achieved between the business English teachers and the content-based teachers. Negotiation between business English teachers, while seemingly least problematic, may arise from conflicts in teaching experience, personalities, and preferred materials and methodologies. Negotiation between teachers and students is criticized by some because students may not always know what they need to learn; others feel it may enhance students' sense of involvement and personal development. A survey of 189 students in the Chinese University of Hong Kong's English Language Teaching Unit revealed some commonalities and some surprises in course content preferences. The top first three choices of the students in terms of perceived usefulness to them were job interviews, presentation skills, and writing application letters. Some surprising results among the items given lower rank-ordering were the rank order given to curriculum, vitae/resume writing, negotiations, and memo writing skills and telephone skills. Syllabus negotiation between business English and business teachers is seen as important because the former know which aspects of language are required for the discipline and the latter assure that learning activities are appropriate. Contains 5 references. (MSE)