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A study was conducted to answer the following questions: (1) Does participation in English language courses result in an improvement in English language skills? (2) Does a relationship exist between a student's entry level into the English program and rate of progress? (3) Does a relationship exist between a student's major and rate of progress. To answer these questions, entry skill data and skill data after four quarters of instruction for 265 deaf students were obtained and analyzed. Results indicated affirmative answers to the questions asked.