This case study describes the separation distress experienced by Mei Mei, a 2-year-old Chinese-American female toddler at a midwestern university laboratory preschool. The toddler, who could not speak English, was undergoing the first substantial separation from her parents. The toddler was observed over a 9-week period, during which behaviors unique to separation response were recorded. Also recorded were events of dilingual discourse, a type of discourse in which speakers engage in parallel monologues and verbal communications are unintelligible for both parties. Anecdotal records and three videotapings served as the means for data collection. Data analysis revealed unique and complex patterns of social, emotional, and linguistic adjustment. Prolonged separation distress seemed to impede Mei Mei's linguistic adjustment. The child's inability to speak the language of her preschool culture proved to be one of the major barriers to overcoming separation distress. A list of 36 references is included. (RJC)