Intensive English Program (IEP) Instructors and content faculty both listen to international students at the university. For these two groups of instructors, this study compared perceptions of international student speech by collecting comprehensibility ratings and transcription samples for intelligibility scores. No significant differences were found between the two groups, suggesting that the perceptions of these two groups are reasonably well-matched. Seven linguistic features were assessed, and grammatical accuracy was found to have the strongest effect on content faculty's ratings of comprehensibility. None of the linguistic features correlated significantly with intelligibility. These results raise questions about IEP assessment practices for speaking. Rankings of speech samples based on comprehensibility, intelligibility, and linguistic features all yielded different pictures of who was most understandable, highlighting the implications of using different criteria to assess student speech.