This study is an examination of the test results of 90 academically oriented adult participants on the Test of English as a Foreign Language (TOEFL) and the Canadian Language Benchmarks Assessment (CBLA), to determine the comparability of performance on the two tests and the possibility of using two tests in the academic admissions process for colleges and universities. It is concluded that the two tests are measuring similar language constructs, but that each also adds something unique to the picture of the participants' English language proficiency. It was also found that length of residence in Canada had a significant predictive effect only in the listening/speaking section of the CBLA. This suggests that the CBLA is especially good for measuring the communicative competence of academically-oriented English language learners. Due to this finding, grounded in a sufficiently large, representative, and significant study group, it is now possible to make an empirical case to argue for the inclusion of the CBLA test in college and university admissions processes in Canada in order to give the fullest and fairest consideration of English language learners in the college and university applicant pool. (KFT)