Nationwide, Chinese graduate students with diverse majors are required to study English to support their education and job prospects. However, to date little research has investigated the needs of these learners. This paper reports a needs analysis survey conducted with 271 non-English major graduate students with 263 valid questionnaires returned, aimed to inform the design of an effective English for Academic Purposes (EAP) course. Investigating these graduate students’ needs, difficulties, and English language study habits, 50 questions, mostly utilizing a 5-point Likert scale, comprised four dimensions: individual competence, learner motivation, learning process needs and learning environment needs. Results of this descriptive analysis revealed that most participants’ motivation for learning is primarily instructional. Most participants were dissatisfied with their general English competency and Listening and Speaking were reported to be their weakest language skills. They reported concern for their academic writing skills as well their academic listening and speaking abilities. In their demands for language courses, participants welcome both general English and EAP courses, whereas most prefer more interactive arrangements such as pair or group discussions, seminars and projects, in place of only teacher-centered lectures. Participants also expressed their desire for more authentic communication and learning materials. Recommendations are made for the design and delivery of an effective English-language course for general academic purposes, including suggestions for student-oriented, task or project based, interactive learning activities.