This paper discusses assessing the oral communication skills of non-native speakers of English enrolled in pre-vocational programs at Golden West College (California), presents the locally developed assessment instrument, and discusses multicultural communication intervention strategies educators can use to empower students. The first part of the paper addresses the strengths and weaknesses of the Speaking Proficiency English Assessment Kit (SPEAK) and then discuses the construction of the ACCESS test (Assessment of Communication Competency and English Speaking Skills), which focuses on criterion-referenced vocation-specific speaking, listening, and critical thinking skills. The paper presents data from multiple administrations of both measures, concluding that the measures provide the resources with which the quantity and quality of collaborative interactions among persons of differing cultural backgrounds may be assessed, practiced, implemented, and equitably evaluated. The second part of the paper presents the ACCESS test in its entirety. The third part of the paper discusses the Multicultural Communication Competency Intervention Feedback model, that can be used to facilitate the acquisition of multicultural communication competency skills and English as a second language skills simultaneously. Four tables and four figures of data are included. (RS)