The number of non-native English speakers enrolling in British Columbia's (BC's) post-secondary system has likely increased in recent decades. This has led to concerns about whether such students have adequate English-language proficiency for academic success. Since it is impossible to accurately identify non-native English speakers in BC Transfer System (BCTS) member institutions' admissions processes, this study focuses on three questions related to the measurement of English-language proficiency: (1) The standardized measures of English language proficiency used in BCTS members' admissions processes that are not related to completion of BC high school English 12 or its equivalent, including transfer credit from other institutions; (2) the minimum scores on these assessments that are accepted by BCTS members for admission to programs designed to improve students' English-language skills; and (3) the level of English-language proficiency required for students in English-language upgrading programs at BCTS member institutions to enrol in credit-bearing undergraduate academic courses. The study reviews the extensive research literature that explores measures of English-language proficiency used for admissions and whether there is any relationship between these and students' subsequent academic performance. The study also compares the minimum marks or grades on standardized tests that BCTS members require for admission to their institution's English-language upgrading programs.