A study investigated Japanese college students' perceptions and assessments of their college English classes, and to what factors they attribute difficulty in acquiring oral English. Subjects were 189 students from a junior college and a university, in first- through third-year English conversation classes. Most were English majors required to take the courses. Data were drawn from a questionnaire, class evaluations, informal interviews, and class observation. Students were asked to evaluate their classroom atmosphere, textbook, handouts, instructor, and themselves. Results indicate the students lacked the vocabulary necessary to engage in meaningful dialogue because they did not review classroom learning. Most felt once-a-week conversation was adequate, but also complained of lack of opportunity to use their English. Respondents rated the instructor and self-motivation as the most important factors in acquiring English, and rated their peers, text, and curriculum as having little importance. Responses to open-ended questions suggest self-consciousness, perceived attitudes of other students, and limited relationship with classmates were also factors. Most held favorable opinions of the teacher. Implications of the findings for understanding student expectations and developing instruction are discussed briefly. (MSE)