Making EFL and ESL students fluent has been the goal of English language teachers throughout the world. One means of measuring fluency has been through various standardized exams such as TOEFL and TOEIC. In the case of the TOEIC test, which focuses on reading, listening, and grammar, little research has been done on comparing various fluency indicators based on specific ranges of TOEIC scores. The presenters will examine monologues and dialogues collected from 10 speakers with low TOEIC scores (461-571) and 10 non-native speakers with high scores (683-793) along with 10 native speakers to examine if syntactic, acoustic, lexical dysfluencies decrease with increased proficiency as indicated by the subjects' exam scores. Grammatical accuracy, and tonal qualities were also examined. Results indicated that as for syntactic usage there were not significant differences with the dependent variables of reformulation / retracing, or number of words, but significant differences were noted for the variables of abandoned sentences, repetition, and average mean length runs. Concerning acoustic dysfluency, significant differences among the three groups were found on the variables of phonation-time ratio, number of pauses, mean length of pauses, amount of silence, percentage of silence, micropauses, pace but not for vocalism/filled pauses, lengthening of sounds, and space. As for lexical dysfluency, significance differences were neither noted for word fragments and mispronounced words, nor for the use of Japanese or Japanized usage. These results indicated that grammatical usage, pausing, and stressed words, mean length runs, and repetition were the most influential factors. There was also a significant difference in grammatical accuracy among the three groups, but not for tone. Thus, EFL/ESL teachers should focus on in improving their students' speech. Presenters will recommend ways to better discern and address problems with fluency.