The study was set to look into teachers opinions on assessment of specific (primary) language impairment (SLI/PLI) in sequential bilinguals in the first grades of formal schooling in Norway. In order to achieve the main goal of the thesis 3 research questions were posed: What are the teachers experiences with bilingualism in their classroom? What are the teachers experiences with specific (primary) language impairment? What are the teachers opinions on tools and procedures of this assessment? SLI/PLI is affecting a certain percentage of monolingual as well as bilingual children. In the midst of sequential bilingualism SLI/PLI may be difficult to discover. The study was interested in teachers perspectives of the issue. Namely, what was to be seen was how teachers cope with this practical matter of every day incidence and what their opinions on the matter were. The study was conducted by conveying semi-structured interviews with 4 participants in one school in urban Norway. The school was almost entirely bilingual and the interviewees differed in terms of their expertise and experience in teaching. The interviews were conducted in English. The study had sample too small for any external generalizations to be made, but the goal of the research is to understand particulars rather than making claims of the general. Consequently findings of the study noted that teachers were preoccupied by semilingualism/emergentism in their classrooms. The difference between simultaneous bilinguals and monolinguals seemed to be obscure in practice. It appeared teachers were not familiar with any formal assessment tools for SLI/PLI, as the system procedures did not require it. Nevertheless, they employed pre-assessment observing phonological and social signs and background data investigations in order to help getting a bigger picture of their students capabilities. As a tool for assessment of language abilities of all the students NSL (Norsk som læringsspråk) test was used. Further research in the area is needed, especially in the domain of sequential bilingualism at schools. It might be recommendable to use either higher variety in sample or a questionnaire as the method of inquiry.