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This chapter explores the impact of implementing a partnership agreement to grant incoming university students credit based on their documented language proficiency. In 2018, an agreement was forged between an urban university and public school district, and, by extension, any high school offering the Seal of Biliteracy (SoBL) to offer students who hold the SoBL university credit for their language proficiency in a world language. This chapter examines the evolution of that agreement over a five-year period and its potential impact on students’ decision to pursue a minor/major in Spanish. Through semi-structured interviews, we also examined multiple university stakeholders’ perceptions and/or experiences about the value of the SoBL, the agreement to grant credit by examination (CBE), as well as other challenges, including the university’s reduction of their language requirement, transitions in leadership, and differing ideas about if and how best to award students credit based on examination.

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