The problems encountered in implementing an intensive summer course in English for specific purposes, designed to prepare students for graduate study in urban planning, urban design, and architecture, are discussed by the course's language and content specialists. Positive course results included development of useful classroom communication skills, practice in content listening, and development of reading and writing skills. However, tensions occurred as a result of differing expectations on the parts of the language specialist, content specialist, content area faculty, and students despite strong commitment to collaboration. Four salient issues are addressed, based on observations, formal evaluations, and followup interviews: (1) while no admissions requirements were specified, staff expected the program to be taken seriously and to see significant gains; students saw the course as an added opportunity; (2) lines of responsibility were not clearly defined; (3) there were serious discrepancies in the instructional objectives of the language and content specialists; and (4) course developers expected students to perceive course activities, especially field trips, more positively and with more interest. Lessons learned for future curriculum projects are summarized. (MSE)