This study explores the relationship between different home and school variables and reading achievement in bilingual children. The subjects of the study are 130 first- and third-grade children attending bilingual programs. Language proficiency and dominance tests were administered to the children and a questionnaire was sent to their parents. The findings suggest that length of residence in the U. S. is one of the main variables in determining achievement in L2. The discussion relates the methodology and findings to implications for bilingual instruction as well as to research needs that could help teachers and school systems understand and serve better the needs of culturally and linguistically different children. (Author/AMH)