Despite the growing interest of the language testing community in standard setting, primarily due to the use of the Common European Framework of Reference (CEFR-Council of Europe, 2001), the participants' decision-making process in the CEFR standard setting context remains unexplored. This study attempts to fill in this gap by analyzing these participants' group discussions during a CEFR standard setting research project. Using an inductively and deductively-built analytical framework, it was found that decision-making was affected by factors that were irrelevant to the judgment task and that setting CEFR cut scores was not without problems for the participants. Given that examination results are nowadays reported with specific reference to the language ability levels presented in the CEFR, these results have implications for examination providers and score users. (Contains 6 tables.)