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This paper summarizes a qualitative, exploratory research project using archival data from language counseling reports written for adult, Arabic foreign language learners (N = 19) enrolled in weeks 1 – 10 of an intensive, academic Arabic language program at a West Coast school in the United States who attended a language counseling session at a self-access center. The goal was to analyze reports for possible trends in students’ needs using Oxford’s (2011) Strategic Self-Regulation (S2R) model as a framework to better inform targeted strategy instruction for this population. The study used a two-cycle coding method. Descriptive codes were developed using a constant-comparison approach for first cycle coding. An axial coding approach was used for the second cycle, where the descriptive codes were collapsed into four major themes analyzed using frequency counts. Results indicated that students struggled with vocabulary, aural input discrimination, study management, and stress. Discussion includes practical applications for language counselors. Limitations and suggestions for future research related to trend analysis and the S2R model in language counseling are discussed.