English language proficiency and mathematics examination marks were compared between a group of bilingual Asian pupils and a group of monolingual Scottish pupils. All children were in the second year of three secondary schools in Glasgow. All bilingual children had at least lived nine years in Great Britain. The Children of the two groups were matched for sex, school, age and non-verbal intelligence. Although there was no significant difference between the two groups in their school performance of English and mathematics, the bilingual pupils scored significantly lower on three English language tests. Thus, although the bilingual children were competent in the every day use of English, they had not yet reached the same level of cognitive/linguistic proficiency in the language as their monolingual Scottish peers. It was, therefore, concluded that immigrant children, still need additional support by teachers, even if these children, appear to be quite fluent in language of the country to which their parents had immigrated.