The academic English-as-a-Second-Language program at Tokai International College (Hawaii), designed to bring students' English language skills to a level at which they can take degree-related credit courses, is described. The program, originally designed as a traditional second-language curriculum, was revised to consist of 3-hour instructional blocks each morning, have a thematic curriculum, offer a learner-centered and collaborative approach, and be team-taught. It was also intended that the instruction be holistic, integrating content, time factors, and teacher and student input. After six academic terms using this approach, the program currently offers three levels of instruction based on language proficiency. Two instructors team teach and develop curriculum at each level. Analysis of the program so far has revealed that the topical focus has been effective and that the program supports different learning styles, integrates skills in a natural manner, provides students with opportunities to use varied skill-learning and practice techniques, creates fewer time constraints for teachers, allows students to become better acquainted, builds student and class camaraderie, and allows students more time to learn from each other. Problems encountered center largely on team teaching. Eight specific suggestions for better team teaching have resulted. (MSE) Contains 11 references.