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Establishing a cut score is a crucial aspect of the test development process since the selected cut score has the potential to impact students' performance outcomes and shape instructional strategies within the classroom. Therefore, it is vital for those involved in test development to set a cut score that is both fair and justifiable. This cut score should not only mirror the desired proficiency in language but also align with the Standards for Educational and Psychological Testing. The researcher aims to investigate whether the current passing score of an in-house developed English Language Test accurately represents the minimum competence for B2 learners and to determine whether the current cut scores should be adjusted according to the recommended scores derived from two standard-setting methods. In this study, the researcher uses a combination of two standard-setting methods—Angoff and Bookmark Methods—for establishing a sensible cut score for an in-house English language test called the MU-ELT (M University-English Language Test). Training and operational procedures for each method are described in detail along with comparative results. The results suggest that adjusting the current cut score is more feasible using both methods, with a preference for the Bookmark Method. Ultimately, the researcher hopes that this study can serve as a case study for providing any test developers and institutions with instructions on how to determine a cut score that comes from sound educational decision making.