["TESOL Quarterly, EarlyView. ", "\nAbstract\nRemote proctoring is increasingly common in English language testing (Isbell & Kremmel, 2020), yet it often requires communication in the target language, unlike in‐person centers that may offer support in test‐takers' first language. Although prior studies have noted communication challenges in remote testing environments (Green & Lung, 2021; Purpura et al., 2021), few have examined how proctor language affects test validity and fairness. This study investigated the impact of proctor language on test scores and perceptions among English learners in an at‐home testing context. Sixty‐seven adult L1‐Korean L2‐English speakers completed reading and listening tasks adapted from an IELTS practice test, with scripted disruptions (e.g., noise alerts, audio stoppages) introduced to simulate technical issues. Participants were randomly assigned to Korean‐ or English‐speaking proctors. They were then debriefed and interviewed. Although scores did not differ significantly, English‐proctored participants needed more conversational turns to resolve issues, indicating greater communication burden. Interview data revealed concerns about procedural equity, accountability for technical problems, and potential for miscommunication or wrongful accusations. Some participants distrusted at‐home testing due to the possibility of undetected malpractice or the fear of being unfairly penalized. The findings call for a more just and holistic approach to remote test design.\n"]