Objective　To investigate the current situation and problems of bilingual English tea-ching for students majored in foreign-related nursing and to explore its countermeasures. Methods　Self-made questionnaire survey was conducted anonymously among 69 undergraduate students majored in foreign-related nursing. Students' basic information， self-evaluation of English level， classroom interac-tion， evaluation and satisfaction of the curriculum， their conception of curriculum necessity， elective rea-sons， preferences of teaching methods and learning style， learning interest， as well as confidence in learn-ing were investigated. Excel 2007 was used to do statistical analysis. Results　92.42% questionnaire was effectively recovered. It is suggested that this group of students' public English background was strong（90.16 % passed CET-4）. Students have low sense of self-identity and lack of confidence in themselves（self-rated English：‘very good’ for 0%，‘good’ for 1.64%，‘general’ for 52.46%，‘bad’ for 39.34%，‘very poor’ for 6.56%）. They knew the necessity of the curriculum clearly， but paid less attention to it（extracur-ricular professional English learning time of 68.85% was less than 30 minutes； 21.31% of them hardly took time to learn）. There were significant differences in favorable proportion of English teaching among stu-dents， from less than 50% to 100% respectively. Poor speaking and listening ability and poor profes-sional vocabularies had negative impact on classroom interaction. Conclusions　Faculty need to make efforts in inspiring students' interest of learning， improving students' English speaking and listening abilities as well as confidence cultivation and further explore curriculum planning.