This research sits within the wider field of emergent research considering how foreign nationals experience ESOL education in England, exploring how these particular experiences are understood through a gendered lens. It identifies how women from different ethnicities have varied experiences and opinions on equal access to ESOL provision. In addition, this research has also considered the implications for those from refugee and asylum seeker communities, highlighting the associated barriers to education that they may encounter and the impact of ESOL on their personal, professional, and family lives. The findings of this report broaden the evidence base on effective ESOL provision, contributing to the wider literature. [This report was produced by Seetec.]