Issues arising from the need to develop better English proficiency testing for foreign students are discussed, considering three distinct groups of interested people: (1) the students; (2) decisionmakers responsible for the students' admission throughout the institution, including all faculty; and (3) field specialists, including teachers of English as a second language, linguists, and language teaching and testing researchers. A segment of a study that examined business and engineering graduate students' language difficulties and faculty perceptions of the students' language deficiencies and language skill needs in pursuing academic study is summarized. Priorities for testing are outlined, including: greater knowledge of student characteristics and the role of English in their daily lives; support for research that can be translated into terms useful for administrators; improved linkage between administrators and field specialists; evaluation of the tests now used, from linguistic, psychometric, and practical perspectives; and improved dialogue between teaching and testing specialists. (MSE)