A study was conducted to determine the extent to which English-related instruction occurs as part of instruction in five state-approved business courses at the secondary level in Louisiana. Specifically, the study identified instructional objectives in the business courses that are similar to competencies taught in English courses and determined the amount of time spent in the business courses on English-related instruction. The research identified possible English-related objectives among those listed for courses called Clerical Practice, Cooperative Office Education, Word Processing, Shorthand I, and Typing I. The study also identified all objectives in the English Language Arts Curriculum Guide for grades 7-12 that appeared related to at least one of the five business courses. On survey instruments, a sample of business education teachers was asked to indicate whether the identified objectives were English-related and how much time they spent teaching them. A sample of English teachers also was asked to indicate whether the business objectives were English-related. Results indicate that the business teachers identified more than 100 objectives they considered to be English-related, and the English teachers agreed. In addition, it was found that Louisiana business teachers devote a significant portion of their instructional time to objectives within the vocabulary, comprehension, composition, writing mechanics, language structure and usage, and study skills domains. (CML)