Recently, there has been a large amount of research in the area of self-access language learning (SALL) showing that students around the world react favorably to SALL (Gardner and Miller, 1997; McDonough and Shaw, 1993; Richtcrich and Chanceril, 1980; Sheerin 1989; 1991). There have even been a few reports showing positive results with students in Asia (Baker, 2003; Barnett, 1995; Klassen, Champa, Lui, Patri, and Wu, 1988; Pemberton, 1992), where students are traditionally portrayed as reticent and favoring teacher-centered instruction (Riley, 1988), but there has been little research with Taiwanese students and even less with many of the students who receive a large portion of the EFL instruction: Taiwanese college students who are non-English majors and who are mandated to receive EFL instruction as part of the general education requirements. To examine their acceptance of SALL, a quantitative attitudinal study was conducted. Two hundred and forty-three such students, Taiwanese college students who are non-English majors, participated in the study. They were surveyed using a closed response instrument after one semester of participation in a SALL center. Their responses were compared to students' responses from other global centers to compare acceptance. We then triangulated the data with qualitative retrospective semi-structured interviews using key informants to give further breadth and scope to the results (Creswell, 1994). The evidence presented during this survey study shows that Taiwanese college students who are non-English majors also accept SALL learning as part of the EFL curriculum and offers several reasons that contribute to the acceptance.