This article reports the results of a study of potential sources of item nonequivalence between English and Chinese language versions of a cognitive development test for preschool-aged children. Items were flagged for potential nonequivalence through statistical and judgment-based procedures, and the relationship between flag status and item content, format, and language features were examined. Results indicate that neither item content nor item format was related to flag status. However, a fairly strong relationship exists between flag status and language features of the items. Items containing content that is differentially familiar to children based on their cultural experiences and vocabulary account for the majority of the observed differences. There was little evidence that differences in the grammatical form or language structure were predictive of observed nonequivalence. (Contains 5 tables.)