This article examines listening and reading proficiency levels of U.S. college foreign language students at major milestones throughout their undergraduate career. Data were collected from more than 3,000 participants studying seven languages at 21 universities and colleges across the United States. The results show that while listening proficiency appears to develop more slowly, Advanced levels of reading proficiency appear to be attainable for college majors at graduation. The article examines the relationship between listening and reading proficiency and suggests reasons for the apparent disconnect between listening and reading, particularly for some languages and at lower proficiency levels.