Development and use of an English for Special Purposes (ESP) textbook for Turkish police dealing with tourists are described. The textbook and accompanying videotape (not available from ERIC) were designed for use in a course to improve job-specific communicative competence of police officers with a lower-intermediate to intermediate level of English language proficiency. It uses tourist-police contexts in Turkey for language practice in building performance-based skills. The article describes the principles used in creating syllabus specifications, discusses the language learning theory underlying the textbook's design, outlines the pedagogical considerations in preparation of the activities in the textbook, and describes the book's content. Syllabus specification included identification of the situations in which the learners would need English, division of the situations into communication activities of varying complexity, division of the activities into communicative functions or micro-skills needed for the target situation, and determination of linguistic structures and lexical items needed for the target situation. Cognitive and affective principles used in textbook design and in designing learning activities were derived from previous work on the teaching of ESP. The textbook is organized in 14 instructional units based on practical topics, and each unit contains dialogue, lists functions, structures, lexical items, and skills targeted, and contains learning activities. Several units are appended. Contains 28 references. (MSE)