This paper describes studies conducted in Saudi Arabia that: (1) investigated the effect of the number of orthographic alternatives of English consonant sounds on the spelling responses of 48 first-year secondary students studying English as a foreign language (EFL); and (2) compared the use of two spelling mechanisms of these first-year secondary students with that of 90 first-year interemdiate school students, representing pre-intermediate and beginning levels of proficiency, respectively. Data for the younger group were obtained in an earlier study. The test used consisted of 37 Arabic words for which students were to supply the English words, and included 50 orthographic representations of 22 English consonant sounds. In the first study, the more advanced group was found to have significantly more correct spelling. For the second study, two spelling mechanisms were distinguished, including sound-to-print and selection. While the two mechanisms appeared to be used more efficiently by the secondary students, patterns were similar in the two proficiency groups. Further research comparing spelling behavior at these and higher proficiency levels and in the native and second language is recommended. (MSE)