A survey of 376 first-year Arab university students at Sultan Qaboos University (Oman) investigated attitudes about the use of English as a medium for instruction in science and technology. Questionnaires elicited information about student language background, reasons for studying English, patterns of present and future use of English, and attitudes toward self, native language group, target language group, and English as the language of instruction. Students' English language proficiency levels were determined with the Comprehensive English Language Test. Attitudinal variables and proficiency scores were correlated and analyzed with relation to the university's language policy. Results indicate that student attitudes are compatible with school policy. For most students, English is simply a means for obtaining scientific and technological information, and they show little interest in Western culture. However, it is suggested that as students progress through the program, contact with English-speakers will increase and student interest in the social dimension of English may be kindled. A longitudinal study to monitor changes in attitudes and language proficiency is recommended to assist in planning for language policy and instruction. (MSE)