Clinical Question: When assessing speech sound production of bilingual Mandarin- English speaking children, are standardized measures or informal assessment procedures better for determining whether the child has a speech sound disorder or speech sound difference? Method: Systematic Review Study Sources: Google Scholar, American Speech-Language-Hearing Association's (ASHA) journal database Search Terms: bilingual children AND Mandarin-English, phonological acquisition AND Chinese, and bilingual assessment AND Mandarin-English Number of Studies Included: 2. Primary Results: (1) Bilingual Mandarin-English speaking children tend to follow the same phonological patterns as their monolingual Mandarin and monolingual English speaking peers; (2) There are certain phonological processes that are not common in English but may be present in Mandarin (e.g., initial-consonant deletion); and (3) A Mandarin word list is available for an informal assessment of phonology and should be paired with a dynamic assessment procedure. Conclusions: Information regarding the speech-production skills of bilingual Mandarin-English children remains scarce, with a paucity in the number of standardized assessments that could be used to evaluate these children. With the increase of Mandarin-English speakers in the United States, it is prudent to explore methods for sensitive assessment of speech-production abilities. Presently, there are empirically derived developmental norms available. By pairing these data with empirically supported approaches, such as dynamic assessment, clinicians are able to conduct a comprehensive assessment that is sensitive and culturally appropriate