The contribution of phonological memory to syntactic capacities has been shown in various populations, but its relationship to metasyntactic capacities, defined as the capacity to control syntactic aspects of language, remains mostly unexplored. This inquiry therefore explores the contribution of phonological memory in the completion of two metasyntactic tasks: an ungrammatical sentence repetition and an error replication task. Eighty-three bilingual children (Mage = 10.5) completed the two metasyntactic tasks as well as tasks meant to control for lexical knowledge and syntactic abilities. A nonword repetition task measured phonological memory. Contrary to theoretical arguments which propose that completion of both these tasks shows the effect of phonological memory on metasyntactic abilities, the results display that phonological memory contributes significantly to metasyntactic abilities, only when measured by the repetition of ungrammatical sentences. Results propose that different metasyntactic tasks rely differently on underlying linguistic and cognitive abilities.