The second phase of a study of the impact of English language training programs on adult Southeast Asian refugees involved on-site visits to 22 intensive programs in eight metropolitan areas: San Diego, Seattle, Minneapolis/St. Paul, New Orleans, Oklahoma City, Northern Virginia/Washington, DC, and Stockton, California. Programs represented a wide range of refugee resettlement contexts and approaches to providing English training. Data gathering included informal interviews with administrators, faculty, staff, and students; direct classroom observation; and household surveys in Southeast Asian communities in four of the metropolitan areas. The study's findings are both summarized and outlined in detail and cover the following topics: refugees' patterns of English acquisition; the composite refugee English classroom; teacher behavior in those classrooms; student classroom behavior; measuring student success; variables affecting student use of English; and relationships between teacher behavior and student use of English in the classroom. Numerous data tables are included, and data collection instruments and methodological notes are appended. (MSE)