In an effort to assess the educational needs of limited-English-speaking personnel in the U.S. Army and to assess the effectiveness of existing programs in English as a second language (ESL), information was gathered from analysis of files on limited-English-speaking soldiers, 2,804 of whom were enrolled in the ESL program, and field studies of seven ESL programs using questionnaires, classroom observations, and oral proficiency testing. The data are intended for use in deciding whether existing programs should be curtailed, maintained, or expanded, and to decide about recruiting and training limited-English-speaking soldiers. It was found that the majority of limited-English-speaking soldiers are insular Puerto Rican and have at least high school diplomas. Those enrolled in ESL programs reported favorable feelings about programs and teachers, but also felt that greater emphasis should be placed on speaking and listening rather than on reading and writing the language. Gains in English comprehension test scores averaged two points per week during the six-week programs, and soldiers with final scores above 50 were more likely to succeed in the Advanced Individual Training than lower scoring soldiers. A high correlation was found between the reading and writing based English comprehension test and an oral proficiency test. Across installations, ESL programs differ in size, curricula, teaching techniques, and philosophy, but all produced improvements in English language skills. (Author/MSE)