The purpose of this study is to investigate students’ and teachers’ attitudes toward and perceptions of oral testing during university admission in Bangladesh. A mixed-methods approach was used to analyze quantitative and qualitative data collected from surveys and interviews. In total, 133 EFL (English as a Foreign Language) teachers and students participated in this study. Results of the study revealed that students and teachers shared many similarities in their attitudes toward oral testing. Both groups believed that oral testing has positive effects on developing learners’ English speaking skill. The main challenges to oral testing during admission, according to them, were students’ lack of familiarity with oral tests and their anxiety about L2 speaking. Their thoughts and beliefs, as presented in this study, have implications for developing the policy on oral assessment during university admission in Bangladesh.
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