In the recent years here in Taiwan forms a trend that more and more institutions evaluate students' English competency and even set up a graduation threshold of English competency by means of standardized English proficiency tests. The endeavors to do so are grounded in a hope that after graduation their students will become more competitive in the workforce or further study. It is worth exploring as to how students in technological and vocational system face this trend. This paper aims to investigate their attitudes toward and needs of the graduation threshold. Students (2-year and 4-year) at an institute of science and technology are sampled for this research. A questionnaire is used as a tool to collate data for statistical analyses. Students' variables based on their information are also analysed to see if the variables influence their attitudes. The findings of this research indicate that the students are, by and large, lack of experiences in joining standardized English proficiency tests and the rate of passing the tests is extremely low. Students' attitudes toward and their needs in the threshold regulation are quite uniform. This result derives from the finding that students' basic information does not influence their attitudes. An implication that the regulation of graduation threshold could be feasible can be drawn from the finding that a majority of the students tends to favor the implementation of the graduation threshold. However, students' favorable attitude toward an encouraging and rewarding mechanism or measure having to yet properly set up in place is significantly higher than that toward compulsory regulations of graduation threshold and make-up classes. This finding indicates that the students are likely to be of unease and anxiety toward the threshold implementation. Recommendations are made at the end of this paper for complementary measure and mechanism contributed to successfully implementing a threshold regulation.