In this article, I experiment along the edges and margins of the phenomenological notion of intentionality using the Deleuzoguattarian concepts of multiplicity and line of flight. Working from Pinar et al.'s anticipation that phenomenology would undergo discursive shifts tending towards the post-structural, I theorize curriculum as post-intentional phenomenological text. To illustrate, I use this post-intentional figuration to theorize some of my recent professional development work with teachers and argue that post-intentional phenomenological theorizing might be useful for curriculum theorists.