In this article the author explores the confluence of curriculum theory and the phenomenological by utilizing the assumptions and foundations inherent in critical pedagogical theory. The author will first explore the meaning of these concepts, along with an examination of the relationship between the phenomenological and contemporary curricular theory. An analysis of the reconceptualization of the curriculum field will also be presented and how this evolution has impacted the use of the phenomenological within the classroom environment. Finally, the theory of critical pedagogy will be examined in relation to the contemporary curricularist and the modern-day notion of the phenomenological. This examination seeks to facilitate the critical pedagogue, whose aim is to break down the hegemonic barriers within the classroom.