To ascertain differences in cognitive ability, 50 monolingual and 50 bilingual Hispanic children enrolled in the same remedial education program for preschool four-year-old children in a large, urban school district in Arizona were administered the Cooperative Preschool Inventory in English. Subjects were matched on the basis of total scores to ensure that possible confouding variables of cultural differences, age, socioeconomic status, and total ability were controlled. Six motor response subscales comprised of 35 items were formulated: (1) knowledge of body parts, (2) the ability to follow simple or complex instructions, (3) following complex directions, (4) general knowledge, (5) quantitative knowledge, and (6) perceptual-motor coordination. A discriminant analysis followed by univariate F tests indicated monolinguals were superior to bilinguals in knowledge of body parts, whereas bilinguals were superior to monolinguals in the ability to follow complex directions and in perceptual-motor coordination. Although the latter conclusion provides supportive evidence for the beneficial effects of bilingualism, further study is needed. (Author/MM)