Recently, many critics of business schools have observed that business curricula seem to be losing their relevance and connection to the practice of business. Whether one accepts this critique or not, there appears to be universal support for the notion that business curricula should be dynamic and should go beyond the teaching of fundamentals. While there is a good deal of published work on the outcome of curriculum revision processes, there is far less written discussion of the process itself. This paper addresses this gap in the literature by proposing a process for continuously maintaining the relevancy of a business curriculum, and by offering examples of how this process has been used successfully to create new courses and to revise existing courses.