The purpose of this study is to compare the English syntactic structures produced in spontaneous oral language and the receptive English syntactic and vocabulary skills of bilingual Spanish and Indian children and monolingual Anglo-Americans, all of whom qualify for Title I elementary schools (Grades 1-6). People in Action, the Northwestern Syntax Screening Test (NSST), and the Peabody Picture Vocabulary Test (PPVT) were used to compare the subjects on these skills. Significant results were found when using multivariate analysis of variance on the three dependent measures of syntactic and vocabulary performance on the three levels of language. Multivariate, along with univariate, analysis showed significant differences on these variables among grade levels. Bilingual Spanish and Indian children were less able to comprehend verbal information as shown through the PPVT, and to understand and produce English syntactic structures as determined by their NSST and Developmental Sentence Analysis Procedure performances, than their monolingual Anglo-American peers. It is concluded that educational programs should be varied to match the language performance of individual children rather than be based on group scores, and therefore, majority language instruction and modifications of the manner of presentation of verbal instruction are needed for bilingual students in Grades 1-6, as well as inclusion of syntax and vocabulary instruction in the curriculum at all grade levels. (MHP)