The purpose of the present study was to compare performance of bilingual and monolingual children on certain language-related skills. Fifteen children between the ages of three years, eight months, and seven years were matched for age and sex in each of the following four groups: middle-class monolinguals, lower-class monolinguals, Spanish-English bilinguals (Mexican), and Inupiat-English bilinguals (Alaskan Eskimo). A test, a "name game," was administered, which consisted of three theoretically distinct tasks, each of which had a labeling and a relational component. The three tasks involved: (1) switching common names, (2) using regular common names, and (3) learning nonsense names. The findings showed that: (1) individual labeling skills surpassed relational skills in almost all cases; (2) the differences between performance in the two tasks were found to be significant for the bilinguals and middle-class monolinguals but not significant for lower-class monolinguals in the switched-labeling task; (4) the two bilingual groups and the lower-class monolingual group performed equivalently on the nonsense-labeling task; and (5) the middle-class monolinguals equalled or surpassed all other groups in all tasks. (CFM)