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Transitioning from ESL classes to college courses can be an onerous task for adult learners of English. Post secondary students need to attain satisfactory writing skills to achieve at the academic level. This study explores the writing problems and accomplishments, as well as the educational background of five adult Sudanese students who are preparing for academic study. The participants were interviewed to find out past educational experiences in Sudanese schools and refugee camps. Journal entries and essays were analyzed to discover factors that were characteristic of their writing. The results of the study showed diversity in the type and quality of education the participants received. Their writings demonstrated strengths in writing sentences and using vocabulary and a lack of focus in attempting to write cohesive paragraphs and essays.