Supportive English classes are believed to enable students to improve theirrnEnglish ability and academic performance. Hence, in this study an attempt is made tornfind out the kind of relationship between regular and supportive English classes. Threernresearch questions were raised: What sorts of relationship are there between regular andrnsupportive English classes? What are the attitudes of English teachers and studentsrntoward supportive English classes? And how is supportive English class conducted?rnThe study involved twenty three English teachers and one hundred grade tenrnsupportive English classes students selected from four sec ondary sc ho ols in NorthrnShoa.- The major in struments in thi s study were questionnaire, interview , and c la ssroomrnobservation. The questionnaires were admin istered for both English teachers a ndrnstudents. The questionnaires contained 26 items for teachers, and 20 items for students .rnTo consolidate the inform ation obtained from the questionnaire, unstructured interviewrnwas conducted with four English teach ers and classroom observation was used.rnThe study showed that support ive Engli s h c la sses are some w ha t related to thernregular Engl ish c lasses in some aspects. For in s tance, it indicated that as supportivernEngli sh classes enhance the regular class and help s tudents improve their Englishrnabi lity, there is a positive relationship between them . Moreover, the re s ults of the studyrnrevea led that Engli sh teachers themselves are conducting the supportive Englishrnc lasses . Moreover, students do not get suppoli from their peers in the supportivernEnglish classes. The study also showed that most of the sampled English teachers andrnstudent s seemed to hold positive attitudes towards supportive English class program.rnHence, the researc her recommends among ot hers the need to understand thernmall1 goal of conducting supportive English classes by English teachers as we ll asrnstudents is essential