The purpose of this study is to examine bidirectional associations between cognitive and bilingual language development in a sample of young Latino Dual Language Learners (DLLs) attending Head Start. Existing research suggests that these children may experience cognitive benefits from being bilingual. The current project will build on this research by examining how both cognitive (i.e., executive functioning) and Spanish and English language skills develop together across the year in this unique group of preschool-aged children, and if these relationships lead to increased science achievement at the end of the year. Additionally, this study will examine contextual factors by determining how teacher support for DLLs in the classroom impact the relationships between cognitive skills, language ability, and science achievement across the year. This study can add to a powerful paradigm shift for young Latino children, away from a deficit model towards a framework in which the unique strengths that develop from learning two languages are recognized and utilized.