The ability grouping program of Freshman English at National Kaohsiung Marine University (NKMU) has been implemented since Sept., 2003. Therefore, the study attempts to examine its implementation and outcomes of three semesters at NKMU. On the one hand, the advantages are as follows: (1) it makes the students study English at a suitable level; (2) it makes the English instruction more effective; (3) it motivates the students’ learning English; (4) it enhances the learning interaction between the teachers and students. On the other hand, we have encountered the following difficulties: (1) it is difficult to place the students into their own levels exactly; (2) the textbooks are graded inappropriately; (3) there is no standardized syllabus among the different teachers at different levels; (4) there is no regular communication among the teachers; (5) the assessment of the students is unfair and inconsistent; (6) the remedial teaching for the students of level C is ineffective; (7) the problems of the administrative procedures; (8) the human resource is quite insufficient and limited. In conclusion, I would like to give some suggestions for the ability grouping program of Freshman English at NKMU. My suggestions are as follows: (1) to place the students by the average of both English scores of the entrance exam and the placement test; (2) to establish the well-graded and well-organized questions for the placement test; (3) to place the students into four levels; (4) to rearrange the most suitable textbooks (including listening,speaking, reading, and writing); (5) to reinforce the remedial teaching; (6) to regulate a fair and systematic assessment of the grades; (7) to build up a frequent and regular communication among the English teachers and (8) to assign a specific organization or center to be responsible for the placement test and the ability grouping program of Freshman English at NKMU.