A 5-year followup study was conducted of Spanish/English bilingual children and their families who had participated in a previous study of early bilingual acquisition when the children were 3 to 4 years old. Language use and interaction patterns by parents, children, and siblings were observed at home. School achievement information and interview data about Spanish/English language use were obtained. The new data, in conjunction with previous data for the same population, serve to delineate patterns of communication and school achievement. It was found that: (1) the children had developed both Spanish and English across complex morphological and syntactic classes; (2) the children had better productive ability in English; (3) home language interactions were primarily in English; and (4) academic achievement among the children was relatively high. (Author/RW)