TO STUDY THE ENGLISH PROGRAMS AT FIVE MICHIGAN JUNIOR COLLEGES, THE RESEARCHER SPENT A WEEK AT EACH COLLEGE, INTERVIEWING, VISITING CLASSES, AND STUDYING WRITTEN MATERIALS. FIVE CONCLUSIONS RESULTED--(1) REMEDIAL COURSES ARE OF DOUBTFUL SUCCESS. THERE IS WIDESPREAD DISSATISFACTION WITH PLACEMENT TESTS, TEACHING METHODS, AND THE COURSE SEQUENCE. (2) UNIVERSITY PARALLEL FRESHMEN COURSES ARE WELL PLANNED AND COMPETENTLY TAUGHT. (3) A FRESHMAN ENGLISH COURSE FOR TERMINAL STUDENTS IS NEEDED. (4) FORMAL GRAMMAR STUDY IS NOT A SATISFACTORY MEANS OF REMEDIATION. (5) LITERATURE COURSES ARE TAUGHT COMPETENTLY AND ENTHUSIASTICALLY. (6) TEACHER PREPARATION IS NOT ADEQUATE FOR THE JUNIOR COLLEGE SITUATION. (7) TEACHERS APPRECIATE THE NEED FOR REMEDIAL PROGRAMS. (8) RESEARCH IN ENGLISH PROGRAMS IS INADEQUATE. IN ADDITION TO RECOMMENDATIONS CONCERNING LITERATURE, TRANSFER COURSES, AND TEACHER PREPARATION, IT IS SUGGESTED THAT (1) REALISTIC GOALS BE SET FOR REMEDIAL PROGRAMS, (2) REMEDIAL READING PRECEDE WRITING INSTRUCTION, (3) REMEDIAL COURSES NOT BE REPEATED, (4) REMEDIAL PROGRAMS BE AN INTEGRAL PART OF THE CURRICULUM, (5) A SEPARATE, NONTRANSFER, TERMINAL ENGLISH COURSE BE ORGANIZED IN A 2-SEMESTER SEQUENCE, (6) TERMINAL STUDENTS TAKE THE COURSE BEST SUITED TO THEIR ABILITIES, AND (7) THAT RESEARCH BE UNDERTAKEN ON STUDENTS AND TEACHING OF ENGLISH. THIS ARTICLE IS PUBLISHED IN "JUNIOR COLLEGE JOURNAL," VOLUME 38, NUMBER 5, FEBRUARY 1968. (WO)