The English language proficiency levels of students in Australian higher education who have English as an additional language (EAL) has become an increasingly prominent issue, particularly as it relates to international students. In 2009 this resulted in the publication of a set of good practice principles for the sector. This paper argues that there are fundamental issues about the nature, measurement and development of student English language proficiency that need to be addressed if universities are to build on those principles for good practice to make systemic and sustainable progress in this area.