This study investigated the relationship between French language proficiency and skill acquisition among undergraduate students in two Nigerian universities: Lagos State University (LASU) and Lagos State University of Education (LASUED). Using a descriptive survey design, the study sampled 120 300 and 400-level French Education students through stratified random sampling to ensure representation by gender, level, and institution. A validated and reliable questionnaire, the French Language Proficiency and Skill Acquisition Questionnaire (FLPSAQ), was employed to gather data on language proficiency and skill acquisition dimensions, including digital literacy, communication, and employability skills. The instrument showed high internal consistency with a reliability coefficient of 0.82. Data analysis involved descriptive statistics and inferential methods, including Pearson Product-Moment Correlation and independent sample t-tests. Findings from Table 2 revealed a moderate to strong positive correlation (r = 0.612, p < 0.05) between French language proficiency and skill acquisition. Also, bilingual and digital teaching methods significantly enhanced learners’ language proficiency and cognitive development (t = 2.347, p = 0.021). The study concludes that French proficiency supports employability and recommends that schools should adopt digital learning technologies such as language apps, multimedia content, and virtual simulations to enhance learners’ engagement, comprehension, and proficiency in French.