Although many studies have described the L2 learning opportunities created by individual tasks, considerably less research has investigated task-based syllabi and courses (Bruton, 2002; Candlin, 2001; Ellis, 2003; Skehan, 2003). This case study investigated teachers' and learners' reactions to a task-based EFL course at a Thai university. A team of Thai EFL teachers created the syllabus, which was pilot tested and revised before being introduced universitywide. For this study, we collected the teachers' and learners' impressions about the course over a 12-month period during the pilot testing and revision phases. We identified their reactions using a qualitative analysis of oral and written data elicited through (a) task evaluations, (b) learning notebooks, (c) observations, (d) course evaluations, and (e) interviews. The findings indicate that, despite initial reservations, they believed the course encouraged learners to become more independent and addressed their real world academic needs. Implications for the implementation of task-based language teaching in other EFL contexts are discussed. (Contains 1 table and 5 footnotes.)