This paper presents the findings of an empirical study that compared bilingual Turkish immigrant children (n = 30) in the Netherlands with monolingual Turkish peers (n = 30) in Turkey. It centers on the development of socio-pragmatic skills. The evidence displays that, from the perspective of monolingual conventions, the immigrant children lag behind in their command of these skills. Also after controlling for socioeconomic status, bilingual Turkish immigrant children show much lower knowledge of the socio-pragmatic skills than monolingual Turkish children. The causes of this difference can be ascribed to the confined Turkish input in the immigration context.