A national survey of Master's programs for teachers of English as a Second Language (N=63) found that significant numbers of non-native-speakers (NNSs) are enrolled in these programs. The survey questions were presented in five areas: (1) numbers of students and native language/culture backgrounds; (2) admissions requirements; (3) academic needs; (4) follow-up information on graduates; and (5) attitudes of faculty toward the presence of foreign students. While admissions and degree requirements are generally the same for native-speakers (NSs) and NNSs, most programs require some evidence of English proficiency from the NNSs. Problems reported for NNSs relate primarily to English proficiency and financial limitations. However, while many programs reported that their NNSs were weak in English proficiency, most did not want to add an additional English course for the NNSs. It is concluded that concerns about creating double standards have been raised, and that institutional resources, financial and staff, are too limited to allow for an additional course. Most programs appear to see little or no difference in practical training required of NSs and NNSs. Faculty seem to feel some ambivalence about NNSs in the Master's programs; while nearly all faculty members felt NNSs were an asset, not all faculty were eager to attract more NNSs to such programs. Additional research is planned. (MSE)