The purpose of this study is to assess the English vocabulary of Eskimo pupils entering a bilingual education program by establishing a normative criterion based on the vocabulary levels of children whose first language is English. The tests used, "Raven's Coloured Progressive Matrices" and "English Receptive Vocabulary," bear out the anticipated differences; a norm is established for Eskimo children although there is considerable difference between the two language groups. The discussion of results raises the possibility that cultural factors in test-taking behavior influence score differences in nonverbal domains of intellectual functioning. (Author/VM)