The present study examines college students' English contact, which is one of the individual difference factors in foreign language learning. Exposure to a foreign language has been emphasized as one of the crucial conditions in order to achieve proficiency in that language (Dornyei & Skehan, 2003; Freeman, 1999). On the other hand, the lack of language input, or little exposure to English, has been pointed out as one of the obstacles in the EFL context, such as learning English in Korea. One hundred and one (101) Korean university students participated in the survey that investigates what kinds of and how much English they contact outside the class. The survey questionnaire used in the present study was modified from "The Language Contact Profile" that was developed by Freed et al (2004). The participants were asked to state how much time they spend on 16 activities in speaking, listening, reading and writing in English outside of the class. The results suggest that the majority of the participants do not speak or write in English at all and most of students' writing and reading activities are limited to their course related materials. In the conclusion, the pedagogical implications of the finding are suggested. A Language Contact Profile is appended. (Contains 4 tables.)