Placement tests have been used to determine the starting point of language learners, while students' judgements in the placement of Nigerian French immersion has not been explored. The present study examined the learners' perception of the accuracy of the placement in the Nigeria French Language Village (NFLV), Badagry, the fit of the class and the development of the skills after seven months of immersion. The study was descriptive cross sectional and a total of 100 students were asked to fill in a questionnaire at the end of the programme. It comprised of 12 five-point Likert items, which were summarised by counts, valid percentages, means and standard deviations, and five open-ended items, which were analysed thematically. The majority of students reported that the test was a good measure of their true capabilities (79.0% or M = 3.98) and that they were positioned correctly (82.8% or M = 4.09). Where placement led to teaching, endorsement was low for placement tailored to their level (53.3%, M = 3.58) and neutral (38.0%). The perceived gains ranged from reading comprehension (87.0% agreement; M = 4.18) to oral communication (61.0%; M = 3.67). Written comments requested slower listening audio, easier beginning point and more practical and interactive learning. Results indicate the students were satisfied with the placement decision, but did not see a clear impact of the decision on their teaching, and that spoken production was the least perceived outcome of the programme. The author suggests that the decision of placement should be based on the result of the placement and makes suggestions regarding the design of listening tests, differentiated teaching and structured speaking practice.