SUMMARY: As time progresses, it becomes important to revisit the design of a test to ensure that its conceptualization of language proficiency aligns with current theory and test tasks continue to be indicative of real-world tasks. This report outlines the goals, theoretical alignment, procedures and outcomes of a redesign effort for the TOEIC Listening and Reading test. The updated test design and specifications for the revised TOEIC Listening and Reading test helped ensure that the test continued to provide a meaningful interpretation of listening and reading proficiency that generalize to a real-world ability. ABSTRACT: In January 2003, a team of content and statistical analysis specialists was formed to consider a redesign of the TOEIC Listening and Reading test as it then existed. The test redesign coincided with an effort to investigate the possibility of making high quality TOEIC Speaking and Writing tests available to test score users as additional test components. Information about the development and design of the constructed response modules is available separately. This paper, which focuses on the redesign of the TOEIC Listening and Reading test, is part of the Research Foundation for TOEIC: A Compendium of Studies, published by ETS in 2010.