Sixteen non-native English speakers enrolled at a university were queried regarding their perceptions on the influence of language in academic setting. Using survey research that included Likert-type and open-ended questions data were analyzed using descriptive, inferential, and qualitative methods. Results indicated trends in college preparedness, language confidence, and experiences in language support at the collegiate level. This data allows colleges and university instructors, administration, and students the opportunity to start the conversation around providing equity in education for linguistically diverse student populations.