Globalized English proficiency tests like the International English Language Testing System (IELTS) are progressively playing the role of gatekeepers in a globalizing world. Although IELTS use as a ‘policy tool’ for making decisions in the domains of study, work and migration affects test-takers' lives and life chances, not much is known about its own policy and policy logic. With the increasing call for listening to test-takers' voices, particular policy aspects of the test have lately been explored. This paper tries to add to this domain by using test-takers' views on the IELTS retake policy and generating a comprehension of how policies of global English tests are observed, read and given novel meanings by its central stakeholders. Albeit the truth-value of test-takers's emic views may be discussed, their experiences and perceptions problematize the dependability assertions of the testing agency by setting commercial motives at the focus of their policy and thence evoking theoretical, professional and ethical questions.