In this chapter, I describe the redesign of an intermediate-level curriculum for learners of Russian as a Foreign Language (RFL), following the principles of curricular design employed by the Mellon Collaborative Partnership for LCTLs at the University of Chicago Language Center. These principles include: (a) reverse design, (b) a focus on functional language use, (c) formative assessments, (d) purposeful use of (authentic) materials, (e) flipped class design, and (f) strategic use of technology. In particular, using a flipped-class design created more time for meaningful communication in class. In addition, I designed and implemented a set of activities based on authentic materials to complement the themes and grammar topics of a textbook. These activities are heavily scaffolded, progress from more structured to more open-ended, and incorporate vocabulary and grammar topics into meaningful, real-world communication. For additional oral practice outside of class, students regularly record spontaneous spoken responses to prompts as homework. At the end of the year, students in the course demonstrated proficiency in Intermediate Low or better in all four skills. Using authentic supplemental materials and allowing for sufficient scaffolding helped adequately prepare students for real-world language use, both receptively and productively, and provided a greater familiarity with the Russian-speaking world.