To nudge students to study English and to improve their English proficiency, many universities in Taiwan have imposed an English graduation benchmark on their students. This article reviews this policy, using the theoretic framework for education policy analysis proposed by Haddad and Demsky (1995). The author presents relevant research findings, and concludes that this policy does not achieve the intended goals. It is suggested that policymakers reconsider this English graduation benchmark. (Contains 4 endnotes.)