Abstarct: This causal comparative study examined differences in English language proficiency between scholarship-supported students and non-scholarship students in Iraqi state universities. The study employed a quantitative ex post facto causal-comparative design, as defined by Ary et al. (2019), utilizing archival data from institutional records. The purpose was to determine whether the two groups differed significantly in overall English proficiency and whether any observed difference persisted after controlling for private language course attendance. The sample consisted of 150 undergraduate students selected from three randomly selected Iraqi state universities through proportional stratified random sampling, with 45 scholarship-supported students (30%) and 105 non-scholarship students (70%). Data were collected from institutional records, including General English course test scores, scholarship status, and private language course attendance. The data were analyzed using descxriptive statistics and ANCOVA. The findings indicated that non-scholarship students achieved significantly higher English proficiency scores than scholarship-supported students. The difference remained statistically significant after controlling for private language course attendance. Private language course attendance significantly predicted English proficiency, but the group effect persisted, suggesting that income status has an independent association with English proficiency beyond access to supplementary instruction. The findings suggest that socioeconomic background is associated with measurable differences in English language proficiency among Iraqi university students, and financial support alone may not fully eliminate proficiency gaps without additional academic support. Recommendations for policy and practice are discussed.