A study compared the narrative structures in stories told by monolingual Swedish-speaking children (n=19) and Finnish-speaking immersion students of Swedish (n=19), all in fifth grade. The immersion students had been taught in immersion since kindergarten. Subjects each told a story based on a wordless picture book, which was then analyzed for a number of narrative elements. Results indicate that the immersion students included almost as many plot components and subcomponents within an episode as did the control students. In foreshadowing, the immersion students used adequate linguistic expressions to indicate an initiative aspect of the story, as did the control students. Similarly, in wrapping up, the immersion students managed to indicate anaphoric reference as adequately as the control group. Analysis of verb phrase and spatial relations depiction showed immersion students influenced by their first language with regard to grammatical constructions. (MSE)