This article shows that bilingualism can be an enriching part of children's lives. A young child named Anna, living in a bilingual environment in which English and Finnish were spoken, was observed and her speech recorded. This discussion focuses on aspects of Anna's acquisition of language. Initial discussion works toward a definition of bilingualism and describes the social experiences of the bilingual child and the effects of bilingualism on the child. Daily observation and recording of the child's speech revealed that the majority language, which, after a move from Finland to the United States, changed from Finnish to English, emerged quickly from a receptive stage and moved to a productive stage. While Anna was able to conduct role-play exclusively in English 4 weeks after entering nursery school in Mississippi, emotional attachment to certain Finnish words was evident. Extensive examples of Anna's code-switching, keeping the languages separate, self-correcting behavior, literacy learning, learning to count, concept acquisition, and second language maintenance, are provided. Concluding remarks focus on the role of the teacher with bilingual students in the classroom. (RH)