Bilingual children have been shown to have superior executive function relative to monolingual children. Less is known, however, about how bilingual experience shapes the development of executive function during early childhood. This study analyzed a nationally representative sample of 18,174 children who were followed from kindergarten to fifth grade as part of the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011. The present study modeled the growth trajectories of three executive function skills: cognitive flexibility, inhibitory control, and working memory. Four language groups that differ in their bilingual experience were included: English monolinguals, Asian language English bilinguals, Spanish English bilinguals, and emergent Spanish English bilinguals. The results of multilevel and multiple regression analyses suggest that bilingual experience is associated with the enhancement of certain components of executive function during early childhood. In particular, being bilingual is associated with enhanced working memory but not cognitive flexibility or inhibitory control. Moreover, the age of second language acquisition and the degree of overlap between the linguistic systems of bilinguals’ two languages do not seem to moderate the effects of bilingual experience on the growth of working memory in early childhood. These findings advance our understanding of both the specificity and generalizability of the effects of bilingual experience on the development of executive function skills during early childhood.