There are increasing numbers of non-native English speaking applicants to Canadian universities (AUCC 2008a, 2010), which are committed to promoting linguistic and cultural diversity (AUCC 2008b). One result of this trend is that university admissions officers, as gatekeepers, are faced with a growing and potentially confusing array of language test scores when making their decisions. These admissions decision makers need a certain amount of language assessment literacy (LAL) to enable them to make use of these language test scores effectively and ethically (O'Loughlin 2011, 2013). This article reports on the first phase of a project designed to address this challenge. The project involves the collaboration of assessment professionals and admissions officers across Canada in determining the LAL base needed for users of language test scores in university admissions decision-making. This first phase of research consisted of a survey with university admissions officers across Canada, inquiring about their knowledge, beliefs, and levels of confidence in making use of language test scores in decision-making. Results have begun to reveal the nature of the LAL needed for these users, and have suggested the most appropriate content for later informational workshops with admissions officers (Phase 2 of the project). While some evidence of misunderstanding was identified, respondents demonstrate awareness of concepts related to validity in language assessment, albeit without making use of the conventional language of the field.