Two groups of grade 12 French immersion students in Ottawa and Carleton, Ontario, one having been in immersion French since at least grade 4 and one having started in grade 6 or 7, were administered three tests of French proficiency in a study of the groups' comparative language achievement. Scores sufficiently high to excuse the students from the required university French course were obtained by 93 percent of the early-entry group and by 90 percent of the late- entry group on one test; no significant differences between the groups were found on the other two tests. Mean scores for both groups were significantly higher than those for anglophone university students who had just completed an experimental psychology course in French. Scores on individual oral fluency and communicative competence tests were significantly higher for early-entry than for late-entry students. Both groups achieved relatively high overall proficiency. Comparison with earlier years' findings for the same cohort suggest that differences between early- and late-entry students' proficiency may decrease as they progress through high school and that proficiency scores from grade 8 may be effective predictors of grade 12 results. (MSE)