The purpose of this study was to examine patterns of disfluency in four Spanish-English bilingual children. It was hypothesized that disfluencies would show language effects (i.e., that the rate and kinds would differ dependent on the language). Language samples were recorded from each child in both languages, transcribed, and coded for disfluencies involving repetitions, insertions, prolongations, and revisions. Evidence in support of language effects was found for each child. The children showed more disfluency in one language over the other, two doing more so for Spanish and two for English. The language used with the most disfluencies was also the language with the longer mean length of utterance, suggesting increased disfluency with increased linguistic complexity. The type of disfluency also differed between the languages for three of the children.