The Oral Proficiency Interview (OPI) has been increasingly used in academia. However, while multiple studies have documented the growth in OPI implementation across the United States and the proficiency rates of its completers, few have focused specifically on foreign language teacher candidates, and even fewer have investigated the impact that this proficiency assessment may have on language teacher training programs. To better understand the impact of the OPI on foreign language teacher education programs and help guide programmatic decision making, a case study was conducted of one such program that recently implemented the OPI as part of its licensure requirements. The results confirmed earlier research with respect to expected proficiency outcomes of foreign language teacher candidates. The results also suggested that the OPI requirement did not negatively affect program enrollment, nor did teacher trainees negatively perceive the OPI requirement. Finally, the study provided evidence of the positive impact the OPI may have on a foreign language teacher education program. Recommended practices for implementing the OPI in teacher training programs and ways to support foreign language teacher candidates who must complete the assessment are discussed.