This study investigated former students' perceptions of their past studies at the University of Kansas' Applied English Center (AEC). Sixty-one former AEC full-time students who had proven English proficiency since 1983 were interviewed using a questionnaire with 25 open-ended questions. The interviews focused on general program satisfaction, specific skill area classes, general class activities, effective English teachers, and present academic use of English. Interviews were tape-recorded and transcribed for content analysis. Comparisons were drawn between groups, based on length of time spent in required English study at the AEC and length of time since proving proficiency, on responses to four questions dealing with general program satisfaction. Results showed a majority of students to be satisfied with their English study. Students saw communicative classroom activities and curriculum individualization as useful. Personality factors and providing feedback were found characteristic of effective teachers. Writing was perceived as the most difficult class, and the most important skill area in academic classes. Reading was seen as least interesting. Continued emphasis on interactive activities and course individualization, reevaluation of the reading curriculum, and establishment of a systematic AEC graduate feedback system are recommended. (Author/MSE)