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This study replicates and extends R. Buriel, W. Perez, T. L. De Ment, D. V. Chavez, and V. R. Moran's (1998) study to assess the influence of language brokering on acculturation, biculturalism, and nonverbal decoding in U.S. culture as well as the subsequent influence of these variables on academic self-efficacy and grade point average. Bilingual Hispanic teenagers attending U.S. public schools ( N = 89) completed written and video questionnaires. The analyses revealed relationships between language brokering, acculturation, biculturalism, academic self-efficacy, and grade point averages for the junior high school participants as well as relationships between language brokering, academic self-efficacy, and grade point average for the senior high school participants. Analyses yielded no significant results related to nonverbal decoding in U.S. culture.