It has become increasingly beneficial, if not necessary, in today’s contemporary ESL/EFL classroom to use what many teacher researchers refer to as a Hybrid Curriculum, otherwise known as a Content Based Language Curriculum. Doing so reflects the needs of an increasing number of students wishing to study abroad in discourse communities that may not communicate literally, verbally, socially, and so on in the first language of the matriculating student from abroad. This presents challenges to both students and professors alike that must be addressed if students studying abroad in a language other than their first language are to have any chance of navigating successfully their chosen field of study. A hybrid curriculum has therefore been proposed as a means of preparing prospective study abroad students for the rigors of academia abroad, as it not only prepares ESL/EFL students for the nomenclature their sure to experience in undergraduate studies abroad, but also clearly for the academic reading, writing, speaking, listening and grammar skills they will be required to communicate their thoughts, opinions, research ideas in. A discretionary point must be made however to teachers considering such a curriculum. That being the use of content specific to a discipline with less than adequate attention being made to discrete skills instruction as well.