Bull (1965) has proposed that grammatical gender in Spanish is not an intrinsic characteristic of nouns but rather a matter of matching terminal sounds of nouns with those of adjectives and determiners. One implication of this theory is that the child has a cognitive understanding of the matching of terminal noun sounds with particular adjective and determiner forms. This paper seeks to ascertain whether such an understanding of Spanish rules is reached by children and at what age level. A test was administered to 315 Spanish-surnamed children in prekindergarten through Grade 3, divided into English monolingual, Spanish monolingual, and dominant Spanish/English bilingual groups. The task was to assign adjectives and determiners to nonsense words. Results support the first hypothesis, that both bilinguals and Spanish monolinguals would match the Spanish nonsense word to an appropriate adjective or determiner. The second hypothesis, that monolinguals will master this rule before bilinguals, also seems to be supported, but only at the prekindergarten stage. The third hypothesis tested, that the response pattern is not affected by the type of stimulus presented, is also supported, indicating that the methodology used is a viable one. (AM)