Surveys eliciting descriptive information on English programs were sent to the deans of instruction, department chairpersons, and faculty in 21 Alabama community colleges; 17 colleges provided institutional data, 19 of 19 department chairpersons returned the survey, and 80% of the English faculty responded. The survey requested information on: (1) average number of sections taught per full-time faculty member; (2) average number of preparations per full-time faculty member; (3) average faculty teaching load; (4) average student load per quarter; (5) average section size for composition, literature, "not separated," remedial reading, and remedial writing courses; (6) support facilities available to the department; (7) placement procedures; (8) remedial English programs and their emphases; (9) regular English programs, their content, and methods of instruction; (10) teacher evaluation of students and student evaluation of teachers; and (11) grade distributions and student retention. Areas of concern emerging from the study include a lack of a consistent pattern of placement, the narrow transfer-orientation of English programs, a lack of sufficient data on retention, and the inadequate training of English teachers who indicate that they have received no graduate level instruction in composition, in the teaching of composition, in the applications of grammar to composition, or in motivational factors in teaching non-verbal students. (AYC)