This study investigated how Finnish-Swedish bilingual 10-year-olds (n=26) produce self-repairs in a narrative discourse, in comparison with monolingual agemates (n=10), in three respects: (1) types of repair; (2) number of repairs; and (3) the structural organization of repair. Altogether, 36 Finnish and 36 Swedish narratives were examined. The narratives were the retelling of a story based on a silent cartoon. The narratives were divided into six categories according to language and the model of instruction the child participated in (instruction in Finnish, in Swedish, or mostly in Swedish). Results show no differences between the groups in two of the investigated aspects: all informants used the same types of repair and all conformed to the main interruption rule. The bilingual children had a higher proportion of error repairs and covert repairs in their weaker language. (MSE)