This paper is designed to help educators prepare non-native speakers of English for work in business by studying the overall effectiveness of English for specific purposes programs at the University of Michigan Business School. It describes the English for Business Studies (EBS) program established in 1986. Situated discourse research in a focus group of MBA students was conducted. Business school staff and faculty were interviewed, classes and student presentations and interactions were observed, and course syllabi were analyzed. The interviews and observations revealed that what was required for successful performance in the business school was not explicitly stated in the syllabi. Syllabi are sources of information about readings, assignments, and grading expectations, but most of the skills required (class participation; presentation, writing, and collaboration skills; and diversity and cultural awareness) were not stated explicitly--which put international students at a disadvantage. Because most requirements are incumbent on all students, regardless of nationality, it was a major task to sort out only those requirements incumbent on international students, because of their gaps in language and cultural knowledge. These skill were the focus of the EBS program. (Contains 11 references.) (KFT)