In recent years, graduate students in many universities have been criticized for their low English proficiency level. However, there has been little research on EFL programs at the graduate level. This paper reports a case study on EFL classes for graduate students at a private university in northern Taiwan. The main focus of the paper is a comparison between teachers' beliefs and students' expectations of EFL curriculum in terms of learning objectives, learning activities, assessments, and a semester-end evaluation of the course effectiveness. Research methods included a questionnaire survey and in-depth interviews. Participants were 153 first-year master-level students, 50 second-year Master-level students, 31 doctoral students, and 72 graduate alumni. Participating teachers included 9 PCCU teachers, 16 teachers from other schools, and 9 directors of the graduate programs. Results indicated that significant differences existed between teachers' and students' views of the course. It is suggested that through negotiating syllabus with students, teachers can make EFL classes more effective when they meet students' needs.
