A diagnostic Spanish proficiency exam for a bilingual education teacher preparation program was pilot tested with 38 students, both native and non-native speakers. Other standardized proficiency exams were considered but judged inappropriate. The Modern Language Association Cooperative Foreign Language Proficiency Test: Spanish seemed more useful for Spanish literature majors because of its literary orientation and use of peninsular dialect. The College Board's Spanish Proficiency Exam assesses only a passive knowledge of Spanish listening comprehension and reading. Accordingly, a test was developed specifically for the teacher preparation program. Its purposes were (1) to objectively assess listening, speaking, reading, and writing skills; (2) to assess phonological, grammatical, and lexical items; (3) to recommend remedial courses, if necessary; (4) to document linguistic growth; and (5) to make this assessment in a relatively reasonable period of time. The locally popular Northern Mexican dialect was used in preference to the peninsular dialect. The test consisted of a conversational oral interview and four other subtests--speaking, listening comprehension, reading, and writing. Results of the pilot testing indicated a positive correlation between proficiency ratings on the interview and the speaking and listening comprehension scores. Native speakers' ratings on the interview correlated positively with every subtest except reading; however, non-native speakers showed no clear correlation trends. The test is being modified to reduce administration time from four to two hours. (CP)