A discussion of language proficiency in college-level African language programs begins with a review of the literature in the broader field of foreign language learning concerning notions of language competence, proficiency, and proficiency goals. This section examines linguistic competence, communicative competence, communicative syllabus design, levels of proficiency, proficiency guidelines and scales in general, and specifically, the American Council on the Teaching of Foreign Languages guidelines. The need for proficiency goals in African language programs is discussed in general, and the related issues of materials development, instructor qualifications, student needs, course articulation, and testing are discussed in particular. Specific proficiency guidelines for Hausa, Lingala, and Swahili are also presented. A list of references and an Indiana University questionnaire on student goals in learning an African language are included. (MSE)