This paper explores the different patterns of cognitive behavior of children from varying linguistic, socio-economic, and cultural backgrounds. Several perspectives on cognitive consequences as related to language, class, and culture are presented. The sample consisted of grade one children, one hundred ten boys and one hundred girls between six and one half years and seven years of age, in various types of first and second language programs in Alberta and Hong Kong. Four tests of linguistic and cognitive ability were administered. The results indicated that differences in cognitive performance accrued from first and second language acquisition could be related to cognitive abilities. In second language or immigrant education, the interpretation of the minority experience becomes more meaningful when it is viewed with class experience. The hostile climate of the working class immigrant children robs them of the chance to develop mother tongue and cultural identity. The method of administering second language education aggravates the social situation by further segregating the child. (JK)