The purpose of this study is to examine the English-language performance of bilingual children so that patterns of difficulty may be ascertained and intelligent decisions can be made in designing language training for these students. The document first provides a review of relevant literature defining bilingualism, inherent characteristics of bilingualism, academic and psychological problems created by bilingualism, and essentials of language proficiency, and discusses specific patterns of difficulty to be expected in English-language performance. The author then describes an experiment conducted among 15 bilingual and 15 monolingual children to determine patterns of difficulty. The details and results are reported along with a discussion of implications. Findings confirm the investigations and statements of linguists as to areas of difficulty for bilingual speakers; however, the similarity of performance by their monolingual English-speaking peers indicates that other dynamics influence the language development of children in both groups. These factors must also be investigated. (Author/VM)