Vietnam Forestry University offers English for Environmental Science which is a compulsory course for the third year students of Business Management Department. The course book was compiled by teachers at Foreign Language Department and has been published only for students of the university since the academic year 2005 – 2006. During the academic year, around 200 students of the third year study this course. The researcher had the opportunity to teach English for Environment Science to those students half of academic year. But do all ESP course designers try to gain insight into learners’ perceived needs, wants, and lacks? “Teachers may rely more often on intuition when making course planning than on informed assessment of learners’ needs” (Barkuizen 1998, Spratt 1999 as cited in Davies 2006). Since certain chapters of the books seem to have been designed without involving learners in the course design process, it is quite likely that they may not reflect the needs and interests of any particular learner groups. The readymade book is prescribed for all students of any background of English; it is the responsibility of the ESP practitioner to evaluate the congruence between the ESP course objectives and learners’ needs and to make any adaptation suitable to better enable learners to learn effectively and meet the learners’ needs.