As an internal expansion of the Language Proficiency Flagship Initiative at Michigan State University, 172 students of German took ACTFL proficiency tests in three modalities (speaking, listening, and reading) over the course of three years. The test scores and background survey data were analyzed to determine proficiency levels of students at the end of years two and four within the four‐year German program. Several factors that may influence proficiency were identified: students with a declared major, those who were taking the language for professional purposes, and those who had studied abroad showed an increase in proficiency. On the other hand, students who indicated they were taking the language to complete a requirement had a lower average proficiency level. Implications for the curriculum and classroom are discussed.