A study investigated the relationship between relative language proficiency and the types of questions produced by bilingual children in different settings and situations, taking into account the whole language repertoire in both languages and in different settings. The subjects were six third-graders in a self-contained maintenance bilingual education program in a midwestern city. Video- and audio-taped data collected in the classroom, at home, and in the park were analyzed. The data show that the children produced the same question repertoire previously found in English monolingual children and adults. Children asked more questions in the language in which they were more proficient. Certain question types appeared only in children who were proficient in a language, while other question types were characteristic of the speech of limited-proficiency children. The use of question types was found to vary across classroom activities. Further study of use of different speech acts, in relation to relative proficiency and within a sociolinguistic framework, will enhance the design of holistic models for describing bilingual children's language behavior across settings and situations. (Author/MSE)