This is an initial inquiry concerning the early print knowledge of emergent bilingual preschool-age children living in an Indigenous community in Mexico.This inquiry explores various dimensions of print knowledge with Yucatec Maya–Spanish bilingual children for whom one of their languages (Yucatec Maya) is seldom seen in print forms in mainstream classrooms and curricula. A total of 84 emergent bilingual children were evaluated in their Yucatec Maya and Spanish on measures of alphabet knowledge (i.e. letter names and sounds), name writing, and concepts of print. Results were examined and compared between languages, displaying that the children showed modest levels of print knowledge on all measures. Whereas the emergent bilingual children in this study performed significantly better in Spanish than Yucatec Maya on all indices of print knowledge, this exploration provides insights into how these children may simultaneously develop print-related skills in interrelated ways across languages. Implications of these findings are sketched.