This study explores the role of the language learning situation by comparing the speech of children in an immersion program, children learning a second language in a natural setting, and native French children. Three groups of children participated in the study: (1) 39 children (Grades K, 1, 3, 5) in a French immersion program in the U.S.; (2) 13 English-speaking children attending French schools in France; and (3) 10 French children attending French schools in France. Results of a storytelling test indicate that children in the non-native groups performed more like each other than like the native speakers, who generally performed best on most measures. Further, the naturalistic group performed extremely well after only one year's contact with the second language, outperforming the other non-native groups on pronunciation and vocabulary ratings. They excelled in aspects of language learning that were different from the immersion students. Grade 5 performed best of the non-native groups on a number of measures. These findings suggest that different language learning situations may hold different advantages for the learner. (Author/AMH)