This study examined the relation of performance on the Test of English as a Foreign Language (TOEFL) to a widely used variant of the cloze procedure, the multiple choice (MC) cloze method. Examinees taking an operational TOEFL (n=11,290) were given three basic sections of the test along with a section containing prepared MC cloze items, and performance on each was examined for each of nine major language groups. Exploratory and confirmatory factor analyses suggested that, from a practical standpoint, TOEFL performance can be adequately described by two factors relating to listening comprehension and then to all other parts of the test. Examination of the MC cloze test showed that the total score was relatively reliable, and that it was possible to estimate item response theory parameters for the MC cloze items with reasonable accuracy. However, there was no strong empirical evidence that the items types within the MC cloze test reflected distinct skills. It appeared that skills associated with grammar, vocabulary, and reading comprehension are highly interrelated as assessed by the TOEFL and the MC cloze test. Five appendixes provide supplemental information about the analyses performed. (Contains 13 tables, 8 figures, and 37 references.) (SLD)