One of the most basic process in language teaching contexts is the design of the curriculum and syllabus. Although there are certain models in the literature, changing needs of language teaching leads to new ones which appeals to the learners better than the others. One of these new models is the negotiated syllabus in language classrooms. This study aims to theoretically discuss the potential implementation of a negotiated syllabus in English preparatory programs at universities in Turkey. The definitions of a negotiated syllabus and the situations where a negotiated syllabus is necessary are presented and then, they are associated with the cases in preparatory programs by discussing the common points. Finally, the advantages and probable drawbacks of a negotiated syllabus in these programs are presented and several solutions are suggested for the stated drawbacks. Finally, the paper summarizes the important points and proposes a discussion point that would lead to further research studies.