The study examined the use of the Oral Proficiency Interview (OPI) in assessing Chinese as a second language and the challenges faced by teachers in the Chinese Language Scholarship (CLS) program. The Concurrent Triangulation Mixed Method Research was used in the study in which qualitative and quantitative data are collected simultaneously, analyzed separately, and then compared or integrated to achieve a comprehensive understanding of the research problem. Quantitative data primarily consists of Oral Proficiency Interview (OPI) test scores, which supplied the admission, pre-test, and posttest scores. Semi-structured interviews with five teachers were conducted to identify challenges in administering the OPI. The findings revealed that technical and cultural differences, examiner subjectivity, and environmental factors influenced students' OPI performance. Key results emphasized the importance of understanding students' backgrounds for adaptive questioning while maintaining standardized assessment practices. To enhance OPI effectiveness, the study recommends further examiner training, continuous professional development, and the integration of technology, such as AI, into the assessment framework. Overall, the CLS program should adopt more effective teaching and learning strategies to improve language proficiency outcomes and literacy.