This dissertation focuses on the development of a complete English as a Second Language (ESL) program for a bilingual college-level curriculum. It includes the theoretical basis, the linguistic sociological, and self-oriented goals, the personnel and funding needed for the program and the relationship of the program to the surrounding community. The program was developed specifically for Spanish-speaking students admitted to Hostos Community College, a bilingual Spanish-English college of the City University of New York, but its design is such that it can be adapted for use with other languages in other college settings. The program is unique in that unlike some other college programs which offer three semesters of ESL and then require full English-language participation in competitions with native speakers, the non-English speaking students in this program can begin with academic courses taught entirely in Spanish and proceed over the three-year period to be assimilated gradually into the regular course of study. Thus, the aim of the program is that by the second year the student is taking all courses in English. In this study, two theories of teaching English as a second language, with their accompanying methodologies are presented. They are the audiolingual method and the cognitive-code linguistics method. The main body of this study also presents objectives for three branches of language study: the linguistic, the self-oriented, and the sociological. The second major part of the study presents a concrete higher education plan to be implemented with monolingual Spanish-speaking students in a bilingual college. (Author/AM)