A study investigated the attitudes of learners of English as a Second Language (ESL) concerning pronunciation as a part of their language learning experience. It also examined differences across gender, native languages, and majors. Subjects were 49 intermediate-level ESL students at a large university, approximately half of them male and half female, from a wide range of language backgrounds. A questionnaire elicited biographical information and data on language learning histories, personal attitudes about pronunciation, and pronunciation correction in and outside the classroom. Results indicate no statistical differences between men and women, although men reported slightly higher anxiety about pronunciation and correction. It was predicted that speakers of non-Indo-European languages would respond more negatively to pronunciation instruction and correction than speakers of Indo-European languages, the opposite was found to be true, although not statistically significantly. Different levels of satisfaction for pronunciation performance were found. Little difference was found across majors. Overall, students valued pronunciation as an important part of instruction, needing more correction both within and outside the classroom and wanting more emphasis placed on pronunciation. The questionnaire is appended. Contains 18 references. (MSE)