The report describes a grammar program designed to reduce structural errors in written tests on non-native students of English. Subjects were 20 college English-as-a-Second-Language (ESL) students of different language backgrounds. The program's objectives were to (1) reduce grammatical errors in the students' writing by 20 percent, (2) improve student's knowledge of grammar, measured by five points in a grammar test, and (3) improve writing quality by 20 percent, as measured by writing assignments, reading journals, and written samples. Writing was evaluated using a holistic rubric and errors were recorded in the researcher's checklist and students' progress charts. Instructional strategies included reading, writing, discussing, analyzing texts, and answering high-level cognition questions to develop grammatical awareness. The first objective was not met, due to the long developmental process of second language learning. The two other objectives were met, with subjects improving their grammatical accuracy and fluency in writing. Substantial appended materials include a letter of consent from the participating students, information charts concerning the target group, graphs and tables presenting the study data, and all the teacher-developed materials used during the implementation. Contains 32 references. (Author/MSE)