Hazard Community College, in Kentucky, has implemented a new instructional methodology for economics courses called Economics as a Second Language (EcSL). This teaching approach, based on the theory of Rendigs Fel that the best model for learning economics is the foreign language classroom, utilizes strategies similar to those employed in English-as-a-Second-Language instruction. The EcSL method views effective teaching as providing students with the higher learning levels of analysis, synthesis, and evaluation, in addition to the lower learning levels. Course strategies have included the following: (1) introducing the class as an exciting but difficult course; (2) promising passing grades to students who succeed at three different aspects of the course (tests, assignments, and a paper); (3) notifying students' families about the difficulty of the course; (4) developing three 40-item multiple choice tests; (5) having students complete correctives and retake tests until a score of 80 is achieved; (6) notifying advisors of student successes; (7) using class time to answer questions, demonstrate application of concepts, and have students perform tasks and complete daily application assignments; (8) having students complete a paper analyzing a particular firm and its market as a way of engaging them in analysis, synthesis, and evaluation learning; and (9) creating peer review groups to read and offer suggestions for paper improvement. In follow-up surveys, students reported being able to use self-questioning, rehearsal, and problem-solving methods; to use teacher-provided schemes; and to develop their own schemes. Flow charts, tables, course handouts, and references, as well as copies of students' course evaluations before and after implementation of EcSL are included. (PAA)