In response to a new Taiwanese educational policy reducing the importance of English-as-a-Second-Language (ESL) education for non-English majors at the university level, a survey was undertaken of the 17 universities concerning their Freshman English for Non-majors (FENM) curricula and the degree of control over instruction held by teachers. Specifically, interviews with FENM coordinators from the institutions investigated the amount of influence teachers had on course content, class activities, instructional materials, and tests within the courses. Results indicate that a majority of FENM programs required their teachers to teach general language courses rather than special-topic courses of their own choice. However, a large majority did allow teachers to choose their own classroom activities, teaching materials, and testing methods. Implications for instructional development and areas for future research are discussed. Contains eight references. (MSE)