Assessment and educational programing for linguistically different children who are also experiencing developmental disability is complicated by a number of controversial issues, including lack of developmental data on the course of bilingual language acquisition and the problem of differentiating between a language disorder and linguistic interference. A brief review of research on Spanish/English developmental bilingualism is provided, followed by illustrations of individual linguistic abilities in three bilingual children experiencing developmental problems. It is concluded that research does not support the notion of a linguistic delay due to child bilingualism. The three case studies of three boys (aged 4 1/2, 8, and 9 years) indicate that bilingual proficiency cannot be considered beyond the grasp of a developmentally disabled child. (Author/DB)