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This study investigated 163 Korean English as a foreign language (EFL) learners’ knowledge of verb-noun collocations, by incorporating several influencing factors: general English proficiency, knowledge types (reception and production), vocabulary knowledge, and L1. To do this, a mock Korean College Scholastic Ability Test (CSAT), two types of collocation tests (a multiple-choice reception test and a gap-filling production test), and a vocabulary level test were performed. The findings of the study showed that learners’ collocation knowledge was closely related to their general language proficiency, and productive and incongruent collocations were found to be more difficult to acquire regardless of the proficiency level. There was also a significant positive correlation between the three variables (general English proficiency, collocation knowledge, and vocabulary level). From these findings, the need for implicit and explicit instruction on collocations in L2 settings was confirmed.