An attempt was made to further the understanding of foreign language proficiencies and to formulate methods of testing them. Language testing is needed as a criterion of the efficacy of teaching. Consideration of the curriculum and analysis of the texts used would aid in test construction. A discussion of the design and content of language tests and a detailed summary of their subject-matter is provided. This study employed a battery constructed on the basis of Lado's theory regarding the relationship between language variables and integrated skills. Factor analysis of the resulting data produced a factor structure which included knowledge of vocabulary, structure pronunciation, intelligence, and language fluency. Analyses indicated that language proficiency could be seen as a closely knit unit and that correlations between different language tests are high. Suggestions are offered for further research. (PR)