This descriptive study utilized frequency data to identify and describe the learning strategy preferences of English as a Second Language learners at an Intensive English Institute in Tulsa, Oklahoma. Qualitative data were gathered by journals, observations, and interviews. Additionally, feedback from teacher observations were gathered. The 36 participants in this study were from 13 different countries that needed English to further their educational pursuits. The study found an equal distribution of learning strategy groups. Major conclusions are that learning in Intensive English Programs utilize andragogical concepts such as self-directed learning. Second, students from various countries greatly benefit from teachers who provide student-centered learning opportunities. This approach gives opportunity for the facilitation of individual differences in the class. The Assessing the Learning Strategies of Adults is useful when identifying and describing individual differences in the way students process the learning task. Recommendations were offered for teachers to base learning opportunities on adult learning principles and to use such instruments in the planning and facilitation of classes at an Intensive English Program.