An experiment on the role of the language of instruction in mediating responses to social pressure was conducted with a sample of 41 Russian-born adolescents who had recently immigrated to Israel. The subjects were asked to respond to a series of conflict situations in which they were told that either the experimenters, their own parents, or their peers would see their answers. Instructions were given once in Russian and once in Hebrew. Contrary to the principal hypothesis, when subjected to pressure from adults the children gave more conventional moral responses under Hebrew than under Russian instructions. The result was interpreted as reflecting the tendency to respond more moralistically to the language of authority, which, for the emigréchildren, shifted from Russian to Hebrew. Regardless of the language of administration, the scores for the emigréchildren fell between those for Soviet and Israeli youngsters, but they were closer to the latter. Within the sample, the longer a child lived in one or the other society, the more his response to social pressure resembled the modal reaction of children in that society. Children from families who had or had not spoken Yiddish in the home showed marked differences in response, with the former resembling the Israeli and the latter the typical Soviet reaction. The results were interpreted as reflecting the capacity of children to adapt to conflicting socialization settings both within and across cultures.