Sacramento City College (SCC) is enrolling a growing population of minority students requiring English-as-a-Second-Language (ESL) training. This shift in demographics has resulted in two major challenges for SCC faculty: a visible language barrier between them and their students, and also a more subtle and critical "culture conflict" between faculty and students. While early college ESL efforts, such as tutoring and special courses, were directed at the students themselves, more recently, a new program has been developed to address the needs of faculty. Faculty were recruited to participate in the training program and queried on their perceived needs. A handbook was developed to serve as the text for an inservice training program. Phase I of the project consisted of a 2-day summer workshop for full-time faculty, focusing on the language and cultural barriers facing ESL students and ideas for developing customized teaching strategies to meet the unique needs of these students. In phase II, which involved both full- and part-time faculty, a 1-day workshop was held during the semester break, focusing on cultural conflict and its resolution. Phase III brought ESL and vocational faculty together on the development of a vocational ESL (VESL) course emphasizing listening comprehension. As a result of concerns about vocational students' failure to enroll in ESL courses, SCC initiated an enhanced and expanded counseling/orientation/assessment program to insure a higher level of participation in appropriate ESL courses by vocational education students. The new program will include early identification of ESL students in the admissions process, use of multiple assessment instruments, and targeted orientation and counseling. Ethnic enrollment data tables are included. (JMC)