The paper reports some of the results of a preliminary survey of the language proficiency of matriculation students of French in Britain and Australia. The technique used (especially the use of Chief Examiners' reports) is justified and the deficiencies that exist in current matriculation examinations are noted. In particular, the examinations are observed to rely heavily on traditional grammar-translation-literature approaches, to test examination-specific skills, and to give little weight to oral skills. The conclusion is drawn that they give little direct information on proficiency interpreted as communicative competence. Typical errors and inadequacies found in matriculants' language are discussed at length with particular attention being given to formal accuracy, discourse and cohesion, prepositions, vocabulary, registers and functions. The average level attained by students at the end of Secondary School is estimated at S-1+, R-1+ on the FSI Scale. Finally, the study is used to suggest teaching and learning needs for post-matriculation courses. (Author/AM)