A bilingual (Japanese/English) electronic mail survey of over 1,100 computer science students at the University of Aizu elicited recommendations for content and design of a curriculum in English for Special Purposes (ESP). Features students preferred included these: a four-skills introductory course during the first year; materials encouraging deep thinking; course instruction that is immediately applicable; balance of language and technical training; out-of-class opportunities for English use; student placement by skill level; electives suited to student needs and interests at each skill level; class size limited to 10-15 students; instruction becoming more discipline-specific over time; student choice of teacher and teaching style; more but shorter classes; freedom to design or select assignments; English-only areas at the university; exchange programs; self-paced courses; some short, intensive courses; more English writing assignments across the curriculum; and the option to test out of courses, for high-ability students. Recommendations for features to avoid included: non-motivating courses and materials; native language use in class; artificial English speaking activities; lazy students; heterogeneous grouping; too-difficult or -easy assignments and grading; large discussion classes; non-discipline-related course material; underqualified teachers; too-busy teachers; overemphasis on drills and exercises; and course decisions without student input. The questionnaire is appended. (MSE)