This paper reports on a study of the efficiency of interactive tasks at eliciting targeted morpho-syntactic structures from child speakers of English as a Second Language (ESL). Two groups of subjects between 7 and 10 years of age were examined, one group with various first language backgrounds, and a second which used Spanish as their first language. Both groups had varying degrees of exposure to English. Data for the first group were gathered through an audiotaped conversational interview, while data for the second group were gathered through a task-based elicitation procedure. The tasks included picture recognition, story completion, informal interview, picture sequencing, picture differences, and peer meeting. The results indicated that tasks were more efficient than interviews in eliciting targeted morpho-syntactic structures with child speakers of ESL and that the tasks were successful in targeting the structures for which they were designed. (MDM)