Children with additional learning needs are disproportionately excluded from dual language education programs, in part because of concerns that bilingualism will exacerbate existing difficulties with language (Marinova-Todd et al., 2016). To address these concerns, this thesis investigates syntactic and morphosyntactic development in children with additional learning needs, who are registered in early French immersion (EFI). Participants were children who are often considered at-risk for academic difficulty (AR) enrolled in EFI (n = 13), children who were AR enrolled in an English-only program (ELoI; n =15), and children who were not AR enrolled in EFI (n = 10). No group differences were found between participant groups. The grammatical errors produced by children in each group were also examined and similar error patterns were observed across the three groups. These findings illustrate that children with additional learning needs are developing both English and French abilities when enrolled in EFI.