The current emphasis on "teaching in the language of the child" has led to a demand for bilingual programs in Mexican-American communities. Ninety preschool children, assumed to be Spanish speaking, were referred to a summer program for amelioration of English language deficiency. Spanish and English versions of the Preschool Language Scale were administered to determine language dominance, developmental status, and areas of deficiency. Results indicate that prime consideration should be given to the assessment of the preschool child's language status before assuming competency or dominance in any language or deciding to establish a bilingual program. [Not available in hard copy due to marginal legibility of original document.] (Author)