This dissertation tested the usefulness of Stroop-like tests in the study of the memory of second language learners. Two Stroop-like tests (picture-word and word-word) with incongruent stimuli were administered to subjects with high and low proficiency in Spanish. Predictions on the outcome of the tests were made from the point of view of six models of bilingual memory (common store, separate stores, common store to separate stores, bilingual dual-coding, word association, and concept mediation).A 2 x 2 x 2 factorial design with repeated measures on the last two variables was used. The variables were proficiency level: high and low, task: picture-word and word-word, and language condition: within language and between language. The analysis revealed a significant main effect of task and a significant interaction of task x language condition. Two additional interactions were marginally significant at the .10 level: proficiency level x task, proficiency level x language condition.The results did not provide any support for the separate stores, common store to separate stores, and bilingual dual coding models, but did provide partial support for the other and three models. It was concluded that the Stroop-like tests are a promising tool to study the organization of memory in second language (L2) acquisition. / Department of English