This study documented English acquisition by a group of Hmong adult immigrants over a period of one year, and explored the factors that appeared to be affecting their progress. Based on three measures (a test of listening comprehension, communication, fluency, reading, and writing; a pictured English vocabulary recognition test; and a written English vocabulary test), it was found that learning was taking place, slowly, 2 to 4 years after arrival in the United States. Individuals' relative positions within the group with regard to English proficiency remained much the same over time. Both the individuals' experiences before arrival and their current activities were found to be highly correlated with English proficiency. Analyses indicate that certain background characteristics, especially proficiency in reading Hmong, age, and amount of education received before immigration, are strong predictors of English proficiency. As additional data are analyzed, particular attention will be paid to the apparently strong role played by literacy in Hmong, and to the pervasive interaction between literacy and language acquisitions. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)