This paper investigates the degree of bilingualism and its corresponding effects on the metalinguistic skill of phonological awareness among Grade I ESL learners. It compares full and partial bilinguals' performance in the three tests: initial phoneme detection, final phoneme detection, and deletion tasks. Forty students aged 6-7 carried out phonological awareness tests in English. The results of the study revealed that full bilinguals performed better than partial bilinguals on phonological tests except on initial phoneme detection where the group means of partial bilinguals are higher by 0.45 in comparison with full bilinguals. This paper signified the merits of looking into the competence of bilingual children on phonological awareness. Additionally, it defines future directions on the practice of teaching phonological awareness among primary bilingual children.