This study identified the second language acquisition, culture shock, and language stress of adult Latinas in New York as related to language, culture, and education. Participants were eight adult Latinas, for whom Spanish was the first language, who had come to the United States 10-15 years previously and developed some functioning English as a Second Language (ESL) skills. They were enrolled in an ESL program for adults. Researchers administered surveys and interviews and examined the women's essays and records. Results indicated that women's attitudes made a difference in their language proficiency. Being in an ESL classroom influenced their linguistic, cultural, and educational experiences. Respondents indicated that their native culture and traditions had profoundly impacted their study habits. All of the women cared about English performance and mastery of English language skills. Program involvement was key to women's expectations versus the reality of success. Actions the women took to learn English included going to the library to get books, watching television, listening to tapes, reading newspapers, speaking with Americans, and imitating teachers' pronunciation. Respondents felt isolated when they first immigrated, and deterrents to learning English included being in mixed level classes, fear of speaking, fear of ridicule, and lack of child care. (Contains 51 references.) (SM)