Both educational practitioners and researchers in Taiwan have been interested in a question. “Do our college students really learn English in schools?” The question attracts researchers’ attentions and consequently produced studies designed to seek for better pedagogies to help students’ English learning. The primary purposes of the study were to measure technology students’ English proficiency level and to explore changes after they entered technology universities. One hundred and forty four students participated a language test which it has adopted internationally to measure test-takers’ English proficiency for particular purposes. To measure the students’ progress, researchers used the subjects’ scores of Technology University’s Entrance Examination in which their English scores were analyzed to understand the differences among subjects. The results were mainly described in two parts: to explore the differences among the subjects and to evaluate their progress after they were recruited the technology university. The analysis surprised researchers in multiple domains. Several factors were introduced to test differences statistically among the students. Researchers failed to find significant differences among the students in the analysis of using a language proficiency test scores. However, when researchers examined subjects’ performance before they enter college, findings showed that some students, particularly from regular high school, performed higher than their peers. With an interest to explore students’ progress in college, researchers expected to find evidences that support English teaching in the technology university would make students better perform in the test. Moreover, the results were disappointing, which the subjects did not perform better after they have received more English training in the technology university. In other words, college teaching failed to give the students a boost in their English.