Research on interlanguage pragmatics dealing with request modifiers in EFL contexts has largely ignored the multilingual context in which this language is learnt. Previous studies comparing the use of request modifiers by monolingual and bilingual learners of English point to differences in the number and type of modifiers employed (Safont-Jordà 2005a). However, as reported by Alcón-Soler (2009), the relationship between teachability and the effects of bilingualism needs to be further explored. On that account, the present study examines the effect of bilingualism and instruction in third language learners’ use of request modifiers. Findings from the study seem to indicate that bilinguals outperform monolinguals in the number of internal and external modifiers employed both before and after having received instruction.