Postsecondary English language education is a growing field in the United States. While there has been considerable research on international student mobility in higher education, there is limited research on the population's participation in U.S. English language programs (ELPs). This study examined literature in related fields to create a conceptual framework for international student enrollment in U.S. postsecondary ELPs. By drawing on literature from international student mobility, global English language acquisition, enrollment preferences of students, English language programs, and student success in English language program, the study applies existing theories to better understand postsecondary English language program participation and creates a foundation for future studies. This research could be used in a discussion of the implications for the field of English language instruction to map out directions for future studies. Educators can reflect on the form and function of postsecondary U.S. English language programs. [For the full proceedings, see ED581791.]