Foreign students in American universities need to attain proficiency in English as a Second Language (ESL) as well as knowledge of American cultural and economic life in order to pursue further training in other fields of study. An examination of the needs of foreign students who are deficient in English language skills indicates that a developmental English class designed to remedy deficiencies among native English-speaking students will not meet the needs of the foreign student. This would seem to be the case because of divergence in intuitive, semantic, and cultural knowledge between the ESL student and the native speaker. The answer to the question of how ESL students are to be taught may lie in the nature of the teacher training program. The prospective teacher should have taken courses in methodology with broad bases in linguistics, education, and English, as well as in culture. Equally important is a feeling for and love of language which the teacher must transmit to students. (AMH)