The ability to detect and manipulate the morphological structure of words contributes to reading and writing performance. Despite the importance of morphological awareness for the development of language skills, the tasks used to measure it mobilize extremely varied skills. The purpose of this article is to better understand the morphological awareness of L2 French speakers, using a replication of Bourdages & Foucambert's (2018) study. Sixty-seven English-speaking early French immersion students (ages 8-12) completed 6 different tasks traditionally used to measure morphological awareness. The data are analyzed using confirmatory factor analyses to find the model that best fits the data collected. In contrast to the results for L1 French speakers, the results show the importance of the type of unit manipulated and show that these students have poor abilities to notice and manipulate morphological units. Our discussion focuses on strategies to promote the development of morphological awareness in the immersion program. More generally, we argue that metalinguistic activity should be a focus of immersion programs, as these abilities support language production and comprehension.