Experiences and problems encountered in administering the English as a second language (ESL) program at the Beijing Municipal University System/State University of New York (Buffalo) English Language Training Center during the first year of its operation in 1981 are described and discussed. The program draws from all nine universities in the Beijing system, providing a heterogeneous population in terms of discipline and age. All students were instructors in their schools, each with the goal of studying in the United States either as a visiting scholar or as a degree candidate. The major administrative problems arose from misunderstandings in the negotiation process concerning student and teacher background and expectations. The native students and teachers were less prepared than anticipated, and the planned curriculum had to be rejected and revamped. At first, the teachers appeared more interested in American literature, history, and culture than ESL methodology. Daily workshops in ESL instruction for the teachers became a necessity. Fear of failure was the largest problem of teachers in both testing and instruction, since the teachers were younger than the students. Instruction in English for special purposes was requested and included in the curriculum. Characteristics valuable to an ESL teacher administering such a program include flexibility, ability and willingness to negotiate, and a sense of humor. Confidence and stateside support, strong preparation in English grammar, and appreciation of the educational practices of China (such as reliance on memorization) are also necessary. Text and a teacher's guide for one classroom exercise are appended. (MSE)