This study observes and examines how upper intermediate to advanced level college students perform and perceive one-topic-for-each student presentation as a means of learning English. It is also to have the prospective medical doctors ready for their future use of English presentation and paper writing since such demand is on the rise in the medical field. The 49 second year medical students enrolled in English reading and writing class of spring semester 2008 were given a single topic for each at least two weeks prior to their presentation in class as part of writing assignment. They were encouraged to be creative, informative and fun to induce class participation. At the end of the semester, the questionnaire was given to learn of students' opinion on the presentation. Based on the presentation and questionnaire, the data were analyzed to see if preparing and giving presentation was conducive for medical students. The results revealed that students wrote an average of 51-sentence (587 words) paper, almost double the previous year writing assignment. And 92% of the students felt presentation on different topics was interesting and helpful for learning English, and 80% of them felt having presentation in class was more effective than the traditional face-to-face lecture classes. More than two-thirds of the students (69%) thought that preparing for their class presentation provided them with a chance to learn new vocabulary, expressions as well as knowledge in English. The results of the study show that presentation on various topics can be used as a means of learning English for upper intermediate to advanced level students. (Contains 4 tables and 1 figure.)