In spring 1989, 25 community colleges conducted a survey of their English-as-a-Second-Language (ESL) students to project the need for ESL services at institutional and statewide levels, and to assess students' existing and desired levels of English proficiency, and the time and resources needed to achieve the desired level. In addition, the study sought to investigate the relationship between the students' use of existing programs and ESL instruction. Data from 10 major ethnic groups were examined. Study findings, based on responses from 13,076 ESL students, included the following: (1) 4,380 of the respondents were Mexican, 1,369 Chinese, 1,268 Central American, 1,163 Vietnamese, 621 Armenian, 593 South American, 473 Japanese, 446 Korean, 422 Persian, and 327 Laotian; (2) the gender make up of the groups varied widely, with women predominating among Armenians, Chinese, Persians, Japanese, Koreans, and South Americans, and men predominating among Laotians, Vietnamese, and Mexicans; (3) the percentage of students not working ranged from a low of 18% for Central Americans to a high of 74% for the Japanese; (4) among Korean, Japanese, Persian, and South American respondents, less than 10% had 6 years of prior schooling or less, while 69% of the Laotians and 39% of the Mexicans had less than 7 years of schooling; (5) Amnesty students were twice as likely to have had 6 years or less of schooling before entering the United States as the overall sample; (6) all groups exhibited a high level of cultural and linguistic isolation; and (7) in general, respondents had little contact with agencies that provide support to immigrants, though sizable proportions of Mexican and Central American students were involved with Amnesty programs. Item-by-item survey responses are appended. (JMC)