A procedure for evaluating the oral language proficiency of limited English proficient (LEP) secondary school students is presented. The sample consisted of 101 twelfth grade students randomly selected from high schools in the Dade County Public Schools (Miami, Florida), including 72 LEP students. These students were or had been enrolled in English for Speakers of Other Languages (ESOL) classes. The procedures used to determine oral fluency included a competency-based test of English language proficiency (the Basic English Skills Test) plus supplement, plus a staff-developed supplement, and teacher ratings. A questionnaire was administered to students to assess their attitude toward the oral interview test. A separate questionnaire was given to the testers, to assess their attitude toward the testing procedure and the training. The measures used covered a broad range of language tasks, were acceptable to students and testers, and were relatively easy to administer and score. Findings indicated that 45 LEP students had good-to-excellent oral proficiency; 27 students had poor-to-fair proficiency; and 22 of the Exited-ESOL students had good-to-excellent oral proficiency. Further research is needed to develop oral proficiency tests and rating scales which reflect different age levels and curriculum content. (PN)