The purpose of this study was to test the effects of bilingual and monolingual school on the production of Spanish syntactic structures. The main hypothesis to be tested was that there was no significant difference in the development of Spanish syntactic structures between those children schooled bilingually and those children schooled monolingually in English. If such a difference existed, the children in the bilingual program should demonstrate greater syntactic development in their speech. The study was conducted using ninety-six Mexican-American children in two elementary schools in the San Francisco Bay Area. All of the children were Spanish-dominant and spoke Spanish at home, but also spoke some English. One school had a bilingual program and half of the children attended it. They were matched with forty-eight children who attended the second school which was located nearby and taught the standard curriculum in English. The children viewed a silent movie and discussed it individually with an interviewer. The interview was recorded and transcripts were made of the children's oral language production. One of the most interesting findings of this investigation was that the children in the monolingual school produced more language and more structurally complex language than did the children in the bilingual program. The bilingually schooled children did not perform significantly better than their counterparts on any of the eleven dependent measures. (Author/CLK)