Many researchers have investigated the cognitive development of children and have found, in particular, metamemory strategies of bilingual children to be statistically different than those of monolingual children.   The purpose of this study was to determine whether there are differences in certain aspects of metamemory between a group of bilingual children and a group of monolingual children.  Each of the two groups were given two individually-administered assessments, one focusing on receptive vocabulary (one domain of metacognition), and the second focused on specific metamemory strategies.  An independent samples t-test was used to compare the means of the groups, and to predict which aspects of metamemory were unique to each group.  Results indicate no overall differences in total metamemory scores, but monolingual students and bilingual students performed differently on certain aspects of the Metamemory Assessment.