This study was undertaken to predict the relationship between English proficiency and subsequent academic success. Forty-two Cuban American students enrolled in a bilingual teacher education program were administered the Michigan Test of English Language Proficiency and a questionnaire. The results of the study indicate that: (1) the younger one is when learning a second language, the better the language will be learned; (2) in order for adults to acquire a second language in the second language environment, they should socialize regularly in the second language; (3) there is no apparent relationship between attitude towards Anglo-speaking Americans and how well English (the second language) was learned for this group; (4) self report as a method for measuring such attitudinal variables as feelings towards one's educational program is unsuitable--especially if students' responses cannot be anonymous; (5) a relationship exists between students' level of English proficiency and their satisfaction or dissatisfaction with the bilingual program; and (6) although score on the Michigan Test was not a strong predictor of academic success, there was a significant relationship between this score and grade point average. Implications for bilingual education research and teacher education based on these conclusions are explored. (Author/JK)