SUMMARY: This study sought to assess the degree to which TOEIC Bridge scores correspond to student self-assessments and teacher assessments of students, two measurements of English-language proficiency. TOEIC Bridge scores were found to be moderately correlated with these measurements, a finding which provides validity evidence that TOEIC Bridge scores can be meaningfully interpreted as indicators of English-language proficiency. ABSTRACT: This small-scale study was designed to provide some evidence of the relationship between two alternative validity criteria for tests of English language proficiency—student self-assessments and teacher assessments—and to explore the relationship of each of these criteria to scores from the TOEIC Bridge™ test. To accomplish this objective, the TOEIC Bridge was administered to students in Chile, along with a student self-assessment of several common everyday English language tasks. A small number of teachers also provided their assessments of the students’ ability to perform these English language tasks. The results show that although student and teacher assessments correlate only modestly, both of these kinds of assessments correlate moderately with TOEIC Bridge scores. One interpretation of this finding is that TOEIC Bridge scores reflect important aspects of both student and teacher perspectives.