The study described here investigated the refusal strategies of intermediate-level second language learners and the potential for developing sociolinguistic competence in nonnative speakers (NNS) through classroom instruction. Subjects were six college students of English as a Second Language, divided into treatment and control groups. The treatment group was provided instruction on sociolinguistic variables important in refusing in American English. The control group participated in a class on how to make small talk with Americans. Pre- and post-test questionnaires designed to elicit refusals in English were administered. In addition, 2 weeks after instruction, participants were telephoned by a researcher requesting that they perform a burdensome activity at a time known to conflict with their schedules. Questionnaire results indicate that the instruction in refusals had little effect. Data from the telephone interview reveal no effect. Patterns of response found in certain questionnaire situations, and the large disparity between written and spoken refusal strategies, were found to be of special interest and have implications for further research. The questionnaire and a participant profile are appended. (MSE)