The French gender usage of grade two and grade five Franco-Ontarian children was compared with that of English-speaking children enrolled in French immersion programs, and monolingual French-speaking children in Quebec. While some of the Franco-Ontarian children are similar to the Quebec children with respect to the gender "rules" they appear to be following, others make errors that resemble those of the English-speaking second language learners. It is suggested that a key factor in determining how well the Franco-Ontarian children have mastered French gender is whether French or English is the dominant language of communication between parents and the children at home. For English-dominant children, some directions for remedial action in the school are proposed. (Author)