In this study, we irivestigate junior college students' perceptions of their English language skills, and the degree to which they improved over the two-year prdgram of the Department of International Cultural Studies. The students were administered a survey which permitted evaluation of language skills (through specific language skill item ratings and written responses) at the beginning and at the end of their program. The results show that the students' recalled stronger skills in reading. and writing at the beginning of their program. At graduation, the students' indicated that they observed improvements that were broadly distributed among all language skills, including reading, writing, Listening, conversation,_ and cultural understanding. A curricular emphasis on English conversation classes, as well as many classes on North American and British culture and communication may account for these findings.