Teaching English language to the students of different academic areas (multidisciplinary or domain specific) of tertiary level with same general language planning and materials is an approach to ensure Equality. But teaching every particular group with specific goal-oriented and subject-related tailor made course is congruent with the concept of Equity. English language teaching ought to be needs-based. Need varies from one profession to another. Communicative skill of a lawyer is different from that of a scientist or an engineer. To ensure equity, teachers need to implement ESP, which has necessarily been introduced to meet the rising demand of the academic and professional learners. In ESP, to specify the learners ‘needs (includes necessities, lacks and wants), intensive observation and research are carried out. Next other steps like syllabus design, materials development, teaching and evaluation in ESP are very innovative. The same teacher does everything, so there is a wonderful harmony among the steps of language teaching. Sound proficiency in English is the key to get access into the global world, thus it has become a vital issue in achieving success in any professional settings. Four domainspecific (Business English, English for Lawyers, English language for the students of Computer Science and Engineering and English language for the students of the Health Science area in Bangladesh) ESP courses were developed after determining authentic needs, goals and objectives and designing tailor-made syllabus and materials as a reflection of four individual action research on 200 ( 50 students of health science area, 50 students of Computer Science and Engineering, 50 students of Business Administration and 50 students of Law) of tertiary level of both public and private universities of Bangladesh. This study evaluates the prospect and effectiveness of ESP courses for ensuring equity among different groups of future leaders.