Purpose: The Renfrew Bus Story--North American Edition (RBS-NA; C. Glasgow & J. Cowley, 1994) is widely used in clinical and research settings to determine children's language abilities, although possible influences of race and maternal education on RBS-NA performance are unknown. The current study compared RBS-NA retells of 4 groups of children: African American (AA) children and European American (EA) children whose mothers had an education level of high school or less (less than or equal to HS) and those whose mothers had an education level higher than high school (greater than HS). Method: Statistical tests were used to examine 172 kindergartners' story retells using raw scores for all 4 RBS-NA measures: (a) Information, (b) Sentence Length, (c) Complexity, and (d) Independence. Results: A 2 x 2 analysis of variance (ANOVA) revealed main effects of maternal education and race for the Information score, with less than or equal to HS and AA children scoring lower. For measures not meeting ANOVA assumptions, 2 x 2 ANOVAs using ranked data indicated significant main effects of maternal education for Sentence Length, Complexity, and Independence measure, with less than or equal to HS children scoring lower within the AA group. Conclusion: There are systematic effects of maternal education and race on children's RBS-NA performance, which is important for both researchers and clinicians to take into account when using this instrument.