Linguistic competence in English (LCE) as a foreign language has been acknowledged as an important determinant of academic success in higher education. The purpose of this study is to determine the LCE profiles of Mexican freshman students as well as the main factors associated with differences in linguistic competence between proficient and poor speakers of English. Freshman students (n=4,690) from nine major institutions of higher learning in Mexico City participated in this study. Subjects were administered a three-band test of LCE as well as a questionnaire on previous education in foreign languages. Differential profiles in LCE were obtained for the institutions under study, associated with type of institution (public or private) and with factors related to type of previous L2 education received during primary, secondary, and high school. Significant correlations among LCE, academic achievement, and self-perceived skill development in the second language were found. A significant correlation between socioeconomic factors of students and LCE was revealed. The existence of significant differences in LCE profiles for institutions under study makes evident the importance of revising curricula of foreign language education in Mexico. (Contains 1 reference) (KFT)