The University of South Alabama addressed a rapid increase in the population of limited-English-proficient (LEP) students in its freshman composition classes by developing classes in writing in English as a Second Language (ESL). These students were having difficulty in mainstream freshman composition classes, both with the proficiency level expected of them and with a feeling of isolation. In addition, teachers often had difficulty with classroom communication and cultural differences in rhetoric and organization of compositions. Teacher workshops in ESL pedagogy were begun, offering information about the ESL student population and services at the institution, second language learning and teaching, culture shock, aspects of ESL writing, evaluation of ESL writing, and advising. Readings and student compositions were used as instructional materials. Subsequently, teachers participating in the workshops volunteered to teach ESL composition course. Enrollment in these classes is limited to 20, and ESL students have the option of enrolling in either this or the mainstream course. Since the program's inception, the ESL student passing rate has risen substantially, and teachers have found that ESL student participation in class is much better. Students have responded enthusiastically, citing greater comfort in classroom communication. (MSE)