The organization of nine selected cognitive abilities from Guilford's structure-of-intellect model (SI) was explored in a sample of Spanish-English bilingual students. One hundred and ninety-four seventh and eighth graders were assigned to take a battery of nine cognitive ability tests in Spanish or English. The nine tests measured convergent production of semantic material, convergent production of figural material and divergent production of semantic material. Separate factor analyses for each language version resulted in two different factor structures. The factor structure based on the English test battery yielded a verbal-ability factor, a spatial-ability factor, and a relational-ability factor. The Spanish test battery resulted in a convergent-verbal-spatial ability factor, a divergent-semantic ability factor, and a sequential-reasoning ability factor. Results indicated that the cognitive abilities of bilingual children are multidimensional in structure; that the organization of these abilities is different from that hypothesized by Guilford's model; and that this organization is different when the student is tested in Spanish versus English. Recommendations are made for teachers, researchers, and test authors involved in bilingual education. (Author/JAC)