This paper presents the results of a questionnaire based on students´views of their language skills, learning strategies and how language is used in their undergraduate programmes. Both concern science education: the science teacher programme, School of Teacher Education, and the biomedical analyst programme, School of Health and Society. A total amount of 34 studentrs answered the questionnaire, nine of which are teacher students and 25 biomedical analyst students (translation of the questions and the results in percentage: See appendix). The answers give an interesting hint of two rather different language cultures at these two undergraduate programmes.