This study examines a group of approximately 1,100 English as a foreign language students who attended a tutoring program dedicated to training learners in study skills and language learning strategies. The study covers a five-year period of time during which the tutoring program remained consistent in its focus and organization. Students identified by teachers as struggling learners were assigned between one and five hours a week of tutoring sessions in addition to regular English classes of ten hours a week. The tutoring program focused on language learning strategies and study skills as a long-term solution to persistent difficulties learning English. The data illustrate general tendencies in the kinds of difficulties students exhibited, the content of tutoring sessions, the amount of time spent in tutoring and the results of this process. Clear patterns emerge in these areas and suggest common traits and treatment of learners. In terms of actual success of the tutoring program, the study demonstrates that the vast majority of tutees dropped out of the English program before completing all 18 levels. Nevertheless, the percentage of desertion from the program for tutees is virtually identical to that of the general population, i.e. students who did not attend tutoring. More importantly, the rate of desertion for the general population is much sharper than that of tutees. Students who attended tutoring dropped out at a much slower rate than other students, indicating that the tutoring system may have aided these struggling students in terms of their willingness to continue with their learning process. Appended are: (1) Tutoring Information for Teachers; (2) Teachers' Diagnoses and Requests for Tutoring; (3) Formats for Tutoring Sessions; (4) Coding Guidelines; (5) Coding Sheet; and (6) Category Descriptions. (Contains 2 tables.)