An assessment of the English-as-a-Second-Language curriculum at International Christian University (Japan) looked at: (1) the kind of English language study perceived by students as important for their success; (2) how students' perceived needs compare to the professors' assessments of required academic tasks, as measured by a previous task analysis; (3) the support available for a global education curriculum within the English language program; and (4) whether the environmental studies unit presently in place in the program is compatible with the results of the needs analysis. It was found that students' perceptions of their language needs were close to those of both their teachers and the program's goals and objectives, and that content-based global studies were perceived as appropriate to students' immediate academic needs and visions of the future. A task-based curriculum design model based on the findings is outlined. Problems yet to be resolved include assessment of task difficulty and the degree to which learners' perceived needs should guide curriculum design. A list of further resources, the student questionnaires, and excerpts from student comments on global issues are appended. (MSE)