RAN tests were administered to 600 typically developing children, 60 each from grade level one through grade ten (30 boys and 30 girls), who learn two distinct languages, English and Kannada simultaneously from the very first grade. The overall results were in accordance with similar previous studies in English and other European languages. The developmental trajectories were similar across the languages to a large extent; but the results also showed some differences across languages with respect to synchrony between the measures and the overall naming speed. Though some of the differences could be ascribed to the bilingual/biliterate culture and language use, there are enough scopes for future researches to examine these issues.