For nonnative English speakers, taking a standardized English proficiency test seems inevitable, because the scores achieved play an important role in such life events as admission to a school, gaining a scholarship, or securing a job. Considering their importance, it is imperative that such tests be not only valid and reliable, but also fair. Test takers' perceptions about such tests can provide empirical evidence on the social dimension of tests--a fundamental aspect of tests' validity and fairness. In the study described in this article, 13 international student teachers from diverse backgrounds at a mid-sized university in the northeastern United States participated in focus group discussions designed to elicit their individual experiences of taking the TOEFL test. Results reveal perceived degrees of fairness and the participants' opinions of the reasons for unfairness. Findings suggest that tasks presented in English proficiency tests could be more finely tuned to accommodate the cultural differences of the test takers so their actual English proficiency can be more accurately measured. The article concludes with suggestions on how fairness issues in English proficiency tests can be better addressed.