This paper explores the relationship between languages in the long-term memory of bilingual English-Greek primary school children. Children heard two stories over the course of two days and were asked to recall information on the third day. Bilingual memory appeared to be superior to monolingual memory and story items were better remembered than word list items. Results are discussed within a developmental framework of bilingual memory that takes into account individual and contextual variables, including the cognitive and social demands of the retrieval task.