In order to gain a better understanding of metaphor comprehension in different cultural contexts, this study compared the performances of two groups of children from different cultural and linguistic backgrounds but with common schooling experiences on two tests of metaphor: the Metaphor Triads Task (MTT) and the Proverbs Test. The Ravens Colored Progressive Matrices Test (CPMT) was also administered to examine how performance on a standardized nonverbal intelligence test compared with performance on the metaphor tests. Subjects were 30 Canadian-born Greek-speaking children of Greek-born parents, aged 8 and 11 years, and 30 same-aged Canadian-born children of Canadian-born parents. All tests were administered in English. Results for both cultural groups showed significant differences between 8- and 11-year-olds' performances on the two metaphor tests. Raw scores on the Ravens CPMT correlated significantly with correctness and correct abstract scores but not with correct literal scores of the Proverbs Test. Ravens scores also correlated significantly with MTT scores (specifically, with metaphorical explanations). The only significant differences between the two groups was that Greek-Canadian children preferred correct general meanings of the moral in the Proverbs Test to a greater extent than did other Canadian children. (RH)