English as a Second Language (ESL) students represent a major segment in introductory writing courses and pose a challenge to composition teachers who may not have had enough experience with such students. When dealing with these students struggles with writing in a second language, teachers may feel frustrated or unprepared to sufficiently assist them with learning proper English composition skills. Inexperienced teachers, post-graduates, may teach in mainstream introductory classes, where students are mainly native speakers, but their efficiency is greatly challenged in a multilingual context, lacking the preparation necessary for linguistic and cultural diversity. They might uphold certain preconceptions about ESL students learning. To disrupt these preconceptions and better prepare composition teachers for multilingual groups of students, we need to look closely at the issue of ESL pedagogy, examine ESL students identities while being challenged or muffled in a new language and culture construct, and better understand these students needs and struggles to master proficient English writing. My research does not only focus on the students side, though; it focuses on the neglected side -- exposing the existing discrepancy between two major departmentsEnglish and Educationin their insufficient or nonexistent collaboration in preparing composition teachers for the challenge of effective teaching of ESL, especially at the University of Maryland -- a highly diverse institution. To better understand the urgency of this issue, I have conducted a research survey this semester to determine the number of ESL students in mainstream classes, their urgent needs, the level of difficulty they have in expressing their thoughts in English writing, and the challenges they pose to composition teachers. From this survey, the English department will hopefully take the suggestions made into consideration and better prepare English 101 instructors to effectively teach different types of students, including ESL.