An examination of the principles and techniques of oral testing in British university-level final examinations in modern languages discusses: (1) the shortcomings of present oral testing procedures; (2) the theoretical controversy surrounding the design and value of oral proficiency tests, arising from research in English as a second language teaching; (3) a proposed test model; and (4) the relationship between an oral final examination and the language curriculum. The study recommends: increased weighting of oral language in the final examination; extension of the oral component to include a presentation on a prepared topic, a formal question/answer or interpreting exercise, and a general personal discussion; an additional oral exercise to test receptive and oral summarizing skills; two examiners per student, changing at regular intervals; integration of the tested skills in the formally assessed coursework; and increased responsibility placed on students for exploitation of materials and evaluation. (MSE)