The growing number of students from increasingly diverse backgrounds--both English speaking and non-English speaking--entering English-medium institutions of higher education has put unprecedented pressure on universities to think creatively about efficient and cost-effective ways of identifying students at risk linguistically. Having done so, they then need to establish English language development mechanisms that help ensure that those at risk receive the support they need such that they have a rich and productive higher education experience, realise their full academic potential, and enter the world of work as competent communicators. One important element that is gaining prominence in strategies adopted by universities seeking to address this issue is that of post-enrolment language assessment. This article describes one context in which a particular model of post-enrolment English language assessment has been adopted. It describes the motivations for adopting the model, reports on some of the considerations and challenges arising during the early stages of its implementation, and identifies a number of critical ingredients likely to determine the success or otherwise of any such post-enrolment language assessment regime.