Fewer than 25% of all states across the United States (18 total) currently require oral proficiency exams for initial foreign language teacher licensure. Of those 18 states, 8 require oral proficiency testing for all world languages certification, 5 for non-Roman based language certification only, and 5 for alternative certification only. The purpose of this project study was to evaluate three aspects of foreign language teacher training programs in 16 land grant state universities. The sample included 8 programs that currently have oral proficiency testing and 8 that do not. The three aspects explored in the evaluation were: (a) oral proficiency graduation requirements, (b) intensity of linguistics study, and (c) study abroad. The research questions concerned: (a) the differences in teacher training practices in programs where oral proficiency testing currently exists, and (b) how these programs compare with programs that currently do not have testing. Telephone interviews were used for this qualitative case study. Interviews were transcribed and coded for frequency counts, using a postpositivist paradigm with a primary typological and secondary inductive analysis. Data revealed that in states where oral proficiency is a licensure requirement, most, but not all, teacher preparation programs were more rigorous. Recommendations include initiating dialog between state departments of education with state university foreign language departments to standardize foreign language teacher preparation, which will in turn help ensure optimal teaching and learning among foreign language students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]