This chapter will explore the second of three interconnected strategies, that of replacing post-primary modern foreign languages (MFL) state examinations with official Common European Framework of Reference for Languages (CEFR) international examinations. As students would already be grouped in line with their CEFR level through cross-age teaching (strategy 1), this would serve as a complementary strategy that would certify level-by-level the plurilingual progress made by students as they work towards achieving the ambition of the Barcelona Summit Agreement (mother tongue plus two additional languages). This chapter will detail the rationale behind the strategy; explain how the proposal would work in practice in terms of both in-school CEFR sublevel exams as well as official CEFR exams; discuss the central role of teachers and schools in the creation, administration, correction, and certification of in-school CEFR sublevel exams; and outline the benefits and implications of the strategy for students, teachers, and school leaders. Implementing an academic tracking system as well as the European Language Portfolio as additional layers of support to the proposed CEFR examination model is discussed. Finally, the findings from the empirical research conducted in Ireland with MFL students, teachers, school leaders, parents, and other stakeholders are presented.