This paper attempted to study Jordan University students' performance on MAKE and DO at the two linguistic levels of production and recognition. The main objectives were to see if the students were aware of the differences in use between these high-frequency verbs; to identify the difficulties that students encountered in using or recognizing these verbs; and to find the possible factors to which these difficulties may be attributed. Two tests were designed to elicit some data for using or recognizing these verbs by English major students and non-specialist students whose language of study was also English. The results of the study showed that students tended to overuse MAKE and underuse DO. The total percentages at the production and recognition levels, which reached (71.4%) for English major students and (59.9%) for non-specialists, revealed a deficiency in the performance of both groups though the former group's performance was better than the latter's. Some recommendations that call for direct emphasis on lexical accuracy were presented to remedy that deficiency. (Contains 9 tables.)