The present paper describes results of a study that investigated 209 bilingual Puerto Rican college students' ability to solve verbal deductive reasoning problems administered in Spanish and English in relation to their reading comprehension skills in either language. A series of confirmatory factor analyses revealed that the data on reasoning and reading test scores in either language was best accounted for by a theoretical model that presupposed that a common set of skills was involved in solving deductive reasoning problems in either language. Reading comprehension skills in Spanish and English were found to constitute two separate ability factors among bilingual subjects. (Author)