The number of Dual Language Learners (DLLs) in the United States is rapidly increasing, with over 25% of the preschoolers speaking a language other than English at home leading to a need to examine skills that contribute to their achievement. Executive Control (EC), or the ability to regulate attention, affect, and behavior effectively, is one skill that is particularly important for preschool children to develop. EC has been examined for monolingual children as a single construct, and as two related constructs, Cool Executive Control (CEC) and Hot Executive Control (HEC), and is associated with later academic outcomes. The purpose of this study was to extend the EC research to DLL preschoolers, determine if EC is a one or two factor construct in a sample of DLLs, and examine if the construct relates to DLL children’s science achievement. Structural equation modeling was used with a sample of 181 DLL children enrolled in Head Start. (author abstract)