This dissertation had a three-pronged approach by examining (1) the role and sustainability of university-based intensive English programs (IEPs), (2) the value of a master's in Teachers of English to Speakers of Other Languages (TESOL), and (3) relevance of attending an IEP for international/English as a second language (ESL) students. IEPs face multiple and complex challenges, including mission purpose within their institutions and maintaining relevance in times of unpredictable crisis such as COVID-19 that put into question IEPs' sustainability (Brevetti & Ford, 2017; Eaton, 2013; EducationUSA et al., 2021; EnglishUSA, 2020a, 2020b; EnglishUSA & UCIEP, 2017; Fox, 1988; Ladika, 2018; Murray, 2017; Redden, 2018; Rowe, 2017; Staczek, 1997; West, 2020; Winkle & Algren, 2018). Similarly, TESOL/ESL instructors teaching at IEPs find themselves severely impacted by the constant struggle IEPs face to keep their doors open. They become the primary casualties by losing their jobs, thus exacerbating their unrecognized status as experts in the second language acquisition (SLA) field and rendering them dispensable assets (Eaton, 2013; Fox, 1988; Hamrick, 2017; Litzenberg, 2020; Stacey, 2019; Staczek & Carkin, 1984; Sun, 2010; Szasz, 2010). Lastly, IEPs and their instructors provide a niche for students to acculturate and anchor to their institutions while embodying an ethic of care toward their students where they receive much-needed support and care (Christison, 2017; Gilligan, 1982; Manning et al., 2017; Skoe, 1998; Wood & Nevarez, 2014). Using a grounded theory qualitative approach, interviews with 35 current and former language program administrators (LPAs) and TESOL/ESL instructors from nine California State University (CSU) campuses plus one California Community College (CCC) were conducted. In addition, a Qualtrics survey was sent to current and former IEP students, with 28 students fully completing the survey. The three theoretical frameworks guiding this study comprised Ethic of Care, Ethic of Community, Maslow's Hierarchy of Needs, and Rendon's Validation Theory. Nonetheless, the goal was to arrive at discovering what the data revealed to ultimately either confirm the existing theory or develop a new one (Charmaz, 2014). Findings reveal that regarding IEPs, they need greater advocacy and participants to have a seat at the decision-making table. Despite their challenges in attaining professional recognition and status, TESOL/ESL instructors reveal an inherent passion for the MA TESOL program. They provided suggestions for TESOL programs to consider implementing to make graduates more marketable and nimbler with their professional careers. And for International/ESL students, it reveals how IEPs and their instructors as instruments in helping students develop academic competencies while gaining a deeper understanding of the value of inclusion and acculturation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]