An experimental English-as-a-Second-Language (ESL) program at City College (New York) is reported. The federally funded project investigated the effectiveness of an instructional method entitled "Fluency First" and based on whole language theories of learning. It requires large amounts of reading and writing, collaboration with peers, and self-examination of learning processes. Participants were 24 students of varying ages and language backgrounds. The report consists of an overview of the approach and program, tabulation of quantitative data on ESL student achievement from 1983 to 1991, presentation of a case study of the seven Latin American students, a discussion of participating teachers' responses to the program, and a brief assessment of the implications of the research for other ESL programs, particularly in the areas of faculty development, curriculum design, and instructional material development. (MSE)