A study conducted in the intensive English language program at Indiana University investigated: (1) the effects of students' language learning background (formal learning of English, exposure to and use of English in class, and extracurricular exposure to and use of English) on their performance on the Test of English as a Foreign Language (TOEFL); and (2) students' perceptions of their current language learning needs and of language instruction in their home countries. Subjects were 101 students from a variety of native language backgrounds. Results suggest that two background factors (extensive outside reading and high teacher proficiency in English) have a significant positive effect on TOEFL performance, and that communicative oral use of English in and outside of class affects TOEFL performance through its positive influence on outside reading behavior. Student observations also highlighted the importance of proficient and qualified teachers. It is concluded that these criteria should be incorporated in evaluation of English programs, focusing less on specific test results than on the conditions that promote the ability to function in the target language. (MSE)