The purpose of the study was to examine the change in specific English microstructure features according to language ability in preschool Spanish–English dual language learners. Method: We collected English narratives from 22 Spanish–English dual language learners with typical language development (TD) and 22 Spanish–English dual language learners with developmental language disorder (DLD) at the beginning and end of their first year in Head Start. Children came from Spanish-speaking homes and were exposed to English and Spanish in their preschool classrooms. We analyzed children’s use of English microstructure across time using the Narrative Assessment Protocol. (author abstract)