This study measured the English and Spanish language proficiency and phonological sensitivity skills of Hispanic children who attended Head Start. Its primary objective was to determine the relationship between language proficiency and phonological sensitivity in English and Spanish independently, and whether this relationship differed in English and Spanish. An equivalent measure of language was administered in Spanish and English to 100 Hispanic preschool children who attended Head Start. In addition, parallel forms of an English and Spanish phonological sensitivity test were developed for the study, as no such measures currently exist. Mean comparisons indicated higher language skills in Spanish but equivalent phonological skills in both languages. Correlational analysis demonstrated a relationship between language proficiency and phonological sensitivity of similar magnitude in both languages. Implications for these results are discussed. (Contains 2 tables and 1 footnote.)