The Flanker and Number Stroop tasks, and the Wisconsin Card Sorting Test (WCST) were assumed to explore how bilingualism and public speaking training would contribute to cognitive control differences amid young adults. Four groups of participants (of similar cultural and language backgrounds) were tested: monolinguals, general bilinguals, L1 public speaking bilinguals, and L2 public speaking bilinguals. Both ANOVA and multiple regression assays displaced that public speaking experience (esp. in L2) significantly contributed to conflict monitoring as tested in the global reaction times in the Flanker and Number Stroop tasks, whilst bilingualism (L2 verbal fluency, to be more specific) significantly contributed to mental set shifting as tested in the WCST. These results propose that specific aspects of language experience, either in L1 or in L2, may incur enhancement in specific aspects of cognitive control, which has implications for bilingual advantage inquiry.