The problem: The purpose of this study is first to explore the perceptions and attitudes of ESL instructors regarding pragmatics instruction in second language classes. Second, this study is also designed to add to the scholarly literature regarding the importance of pragmatics instruction in developing second language communicative competence. And third, this study on the impact of pragmatics instruction helps to illuminate how aspects of pragmatic features can be taught. Method: This qualitative research study uses a pragmatics instruction survey, in-depth interviewing, and classroom observation as methods of data collection. The data were used to explore participants' ESL teachers' demographic background information and pragmatics instruction practices. Results: The results illuminate the variety of approaches used by instructors in the integration of pragmatics instruction in their second language classes. Further, the data provide information on the benefits of integrating pragmatics instruction, difficulties faced by instructors during the integration of pragmatics instruction, and methods used by instructors to assess students' pragmatic competence. In total, the instructors believe that there are positive impacts in the pragmatics instruction and that learners who receive pragmatics instruction perform better and improve their communicative competence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]