The argument is made that English-as-a-Second-Language (ESL) educators cannot prepare students for mainstreaming in American colleges and universities if the students are limited to ESL textbooks. When teachers assign library projects, they generally neglect the vital area of bibliographic instruction because they assume that the foreign student has basic library knowledge; an assumption that is not true because many students come from countries in which library resources are nonexistent or limited. A small-group project in a high intermediate/low advanced level reading class is described that demonstrates how students can profit from bibliographic instruction by participating in a guided research assignment. The advantages to English-as-a-Second-Language students of being assigned a library project in a reading class instead of in a writing class are also explained. The project demonstrates that students benefit in the acquisition of new skills, in development of a broader perspective of contemporary issues, in cooperative group dynamics, and in second language absorption through active use in a variety of nonclassroom contexts. (GLR)