An examination of the applicability of self-assessment as a tool for student placement in foreign language instruction focused on: (1) the ability of first-year university students to assess their performance level in the second language through a self-assessment questionnaire; (2) the quality of the questionnaire itself and its potential for improvement; and (3) the real effects of using a self-assessment questionnaire for student placement. The subjects were 200 students of French as a second language and 200 students of English as a second language, all randomly selected. For the first issue, a questionnaire developed for this purpose and covering the four language skill areas was administered with a proficiency test for comparison. It was found that students could assess themselves but that the instrument needed improvement. A test of the questionnaire itself revealed that more consideration of the specific language use situation would improve the instrument. For the third phase of the study, the results of only the self-assessment questionnaire were used to place students, and the rates of change from initial placement were compared with the rates of change from placement made in the previous year using the proficiency test. A lower rate of transfer was found with the use of the self-assessment instrument for placement. The instrument is found to be useful in certain situations, although some further revisions are recommended. (MSE)