Design For Change (DFC) is a unique way of teaching that is structured on four concepts: feel, imagine, do, and share ("Design for Change design thinking for students: Feel ... "). The goal of this program is to equip students with culturally appropriate lessons that allow them to think critically and help their community. Students are empowered to work together to make change in their own communities and school. In 2013, nine students moved to Dallas, Texas, four of which started DFC in Dallas Independent School District. These four students took on the responsibility of building the foundation for DFC in DISD schools by becoming constant mentors for young DISD students and writing a preliminary DFC curriculum. During the 2014-2015 school year, twelve college students moved to Dallas of which nine students worked to continue this program in thirteen classes. Three of the nine student mentors worked together to write a new, indepth curriculum for the 2014-2015 DFC: Dallas team, with the lead curriculum writer being the author of this study. This study analyzes the curriculum written for the 2014- 2015 Design For Change Dallas program using a combination of closed-ended and openended data. The curriculum is studied through the lenses of ease to understand, ease to communicate, and ability to adjust/level of adaptation required. Through these methods, the researcher found that though the curriculum completed ·the original objectives, there are many aspects that can be adapted.