This study examines the contribution of cognitive, linguistic, and contextual factors to the narrative production of Urdu/Punjabi-speaking kindergartners in their Norwegian second language. Nonverbal ability and books in the home portended the learning of story (macro)structure, whereas linguistic (vocabulary and grammar) and both contextual variables forecasted microaspects of narrative proficiency. The findings propose that joining home book reading practices, kindergarten presence, and second language interventions might enhance language minority children's narrative production and school success chances.