This study evaluated the cognitive and achievement profiles of college students experiencing difficulties in foreign language (FLD group). Because past research appears to have generated different results based on the type of comparison groups utilized, we attempted to obtain a better representation of students with foreign language difficulties. A total of 77 students who had difficulty in foreign language were compared: (a) to a sample of 110 students with academic difficulties in nonforeign language areas, (b) to the standardized norms for the tests of cognitive and academic abilities, and (c) to their own group means (an ipsative analysis). Based on national norms and ipsative comparisons, primary areas of difficulty for FLD students appear to be in spelling and in long-term storage and retrieval. Difficulties were also noted in auditory processing and processing speed. Strengths were noted in quality of writing and verbal comprehension. As a general finding, it does not appear that FLD students have difficulties with native language abilities such as vocabulary knowledge or reading comprehension. Additional strengths exhibited by the FLD group were only in relation to the non-FLD group, who had academic difficulties in non-FLD areas. These strengths included quantitative knowledge, perceptual organization/visual processing, and practical mathematical ability. Many students in the non-FLD group were referred for difficulties in math coursework; therefore, the strengths exhibited by the FLD students should be considered in this context. Finally, significant gender differences were noted, with more males than females experiencing foreign language difficulties. (Contains 3 tables.)