Purpose: The purpose of this study was to examine the kindergarten, first-, and second-grade predictors of reading comprehension in bilingual children. Specifically, we evaluated the role that Spanish and English skills play in predicting English reading comprehension in third grade. Method: As part of a longitudinal study, 248 bilingual children were followed from prekindergarten to third grade. Participants completed Spanish and English measures in the spring of each academic year. We reported results on measures of oral language, memory, and literacy skills that were administered in kindergarten, first, second, and third grade. Results: Analysis under the structural equation modeling framework indicated that English oral language and word reading are the strongest predictors of English reading comprehension in third grade. Furthermore, results supported previous evidence indicating that Spanish language skills make significant direct and indirect contributions to the English oral language and word reading skills that predict reading comprehension. Discussion: This study provides a comprehensive view of the language resources that Spanish-English bilinguals use for reading comprehension. In light of previous evidence, we discuss our findings and offer theoretical and practical implications. [This article was prepared by a Task Force of the Language and Reading Research Consortium (LARRC) consisting of María Adelaida Restrepo (Convener), Kate Cain, Carol Mesa, and Gloria Yeomans-Maldonado. For the corresponding grantee submission, see ED610044.]