Language learning and teaching necessitates at least three basic components: the teacher the student and the syllabus While the two components i e the teacher and the student were extensively dealt with in various studies the syllabus remains an area worth exploring to facilitate learning by the student and teaching by the teacher This study was conducted with English Language students who will also be referred to as participants or learners describing their needs upon which a syllabus with authentic material content did emerge Prior to the delivery of a course titled Contextual English Grammar Course a semi structured interview was administered to the students of the English Language Teaching Department of the University of Çukurova Turkey seeking views and expectations in terms of source content and procedure of the course The data obtained from interviews were analyzed observing emerging themes In line with students? views a negotiated type syllabus was designed putting them at the centre of the design process