This paper is based on an analysis of interviews, conducted at three primary schools in Melbourne, which sought to explore the determinants of code-switching between English and Chinese. Specifically, it examined school education and other specific possible determinants of code switching amongst Chinese-Australian bilingual children. The specific determinants of code-switching that emerge from this study include: the length of residence in an English speaking community; the exposure to languages in schools and family communication patterns. The nature of school education played a leading role in Chinese language maintenance for the bilingual children. (Contains 5 figures and 5 tables.)