This study serves as an initial inquiry regarding the early print knowledge of emergent bilingual preschool-age children living in an Indigenous community in Mexico. In this research, we examine various dimensions of print knowledge with Yucatec Maya-Spanish bilingual children for whom one of their languages (Yucatec Maya) is seldom seen in print forms in mainstream classrooms and curricula. A total of 84 emergent bilingual children were assessed in their Yucatec Maya and Spanish on measures of alphabet knowledge (i.e. letter names and sounds), name writing, and concepts of print. Results were analyzed and compared between languages, showing that the children demonstrated modest levels of print knowledge on all measures. Whereas the emergent bilingual children in this study performed significantly better in Spanish than Yucatec Maya on all indices of print knowledge, this investigation provides insights into how these children may concurrently develop print-related skills in interrelated ways across languages. Implications of these findings are outlined. [At time of submission to ERIC this article was in press with "International Journal of Bilingual Education and Bilingualism."]