This study aims to highlight the principles and process of student teachers’ curriculum design. Since teachers should confront a changing social and educational environment in light of educational theory, student teachers, who were assigned to develop curriculum for North Korean refugee students, revisited their initiative of educational objectives and revised their draft versions based on collaborative feedbacks from three stances; the national-social demands such as increasing number of multi-cultural background students, the most updated academic works emphasizing historical thinking and inquiry skills, and the interests and need of young students as future democratic citizens. This curriculum design task enabled the student teachers to recognize their lack of understanding of young students in general and of North-Korean refugee students as well as the need of in-depth content knowledge. Results highlight that the collaborative cycle of critical reviews contributed to articulate course contents to the extent that North Korean refugee students may be able to engage in learning unfamiliar but significant topics in productive manners.