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Many ESL teachers have difficulty teaching pronunciation skills to adult Chinese English Language learners in United States university level academic programs. The problem was that pronunciation teaching and learning is critical to language acquisition; yet, not many adult English language university students receive explicit pronunciation instruction. The purpose of this qualitative case study was to explore the outcomes of explicit pronunciation instruction on Chinese English Language Learners, and to discover whether explicit pronunciation teaching and learning affected student confidence and motivation levels in a University English Language Program in Michigan. A qualitative case study was used to explore the ESL teacher experiences and ELLs’ experiences with explicit pronunciation with a final purposeful sample of 10 adult Chinese ELLs and five of their instructors in a state university English language program in Michigan. Data were collected using a qualitative student questionnaire, faculty interviews, and observations. Nvivo 12 was utilized to analyze data for pattern matching and thematic content analysis to address the constructs. Four major themes emerged from faculty interviews: (a) generalizability, (b) L1 interference, (d) individual understanding, and (e) limited curriculum. Three major themes from the student questionnaires emerged: (a) increased confidence, (b) increased motivation, and (c) effective communication. Recommendations for practice included: (a) university English language programs better evaluate current teaching practices of explicit pronunciation to ensure the most effective practices are incorporated into their curriculum, (b) teacher training programs to incorporate pronunciation teaching and learning into their teacher preparation programs, and university English language programs should consider increased pronunciation training for instructors as a reasonable are of professional development, (c) university English language programs consider structuring their introductory courses according to first language, and (d) university English language programs incorporate additional curriculum that focuses on explicit pronunciation teaching and learning aimed at increased intelligibility and comprehensibility outside of the university and academic setting. Recommendations for future research included exploring explicit pronunciation instruction with adult Chinese and their faculty at various English Language programs across Michigan, of privatized ELPs as well, and of students of various native language backgrounds.