This paper presents an ex post facto analysis of the performance of English-as-a-Second-Language (ESL) college students in ESL and mainstream freshman composition courses. Students were evaluated on 4 essays written during the 10-week quarter and a final in-class essay. This final essay examination focused on a common theme, was evaluated by at least two members of the faculty, and was graded on a 6-point scale based upon a rubric developed by the Freshman English Committee. During the 1992-93 academic year, 168 foreign and immigrant students enrolled in Composition I classes for ESL students. Of this number, 76 passed the final essay examination, 84 failed, and 8 withdrew from the course. Of the 90 ESL students who enrolled in mainstream sections of Composition I, 30 passed, 38 failed, and 22 withdrew. The ESL students enrolled in special classes of Composition I clearly outperformed ESL students enrolled in mainstream classes, and even had a higher passing rate than native-speaker students enrolled in mainstream sections. The results of a survey of ESL students who withdrew from mainstream sections is discussed. Two appendixes provide copies of the essay examination rubric and the student survey questionnaire. (MDM)