To identify the constituents of a curriculum based on phenomenon-based learning an extensive literature review was conducted and the content of selected literature was analyzed which resulted in themes that their perusal indicated that the desired curriculum has a systematic and multilayered structure, the constituents of which address social developments, technology, and new learning theories. These constituents are classified in two sets of 10 basic and 28 extended themes. The latter concentrate on goals, content, learning activities, teacher’s role, learning resources, and evaluation, while the former includes principles and basic approaches, professional competencies, dynamic teaching, teaching-learning strategies, among other themes. This model can serve as a conceptual framework to improve the quality of teacher training programs.