A study of the English language needs and attitudes of students and faculty in Kuwait University's College of Petroleum and Engineering is reported. The objective was to create a basis for assessing the relevance of the institution's current English second language program. Data were gathered through: (1) interviews with faculty, teaching assistants, and students to determine English language task types and perceptions of the relative importance of skills, subskills, and language deficiencies, (2) observation of classes for information on notetaking, question patterns, Arabic use, and other classroom language issues; (3) analysis of student projects, class handouts, lab instructions, and assignments to determine common text and task types; and (4) administration of questionnaires (appended) concerning language demands, language needs, and attitudes toward language instruction among faculty, teaching assistants, and students. Results are detailed here in two sections: those pertaining to faculty and teaching assistants, and those pertaining to students. Findings are summarized relating to instruction in engineering courses, student language needs, and views on English language instruction and language learning. Suggestions for action are made in each case, and data summaries are included. (MSE)