An influential (and controversial) topic in the bilingualism literature is the bilingual advantage hypothesis, which proposes that the constant management of two languages in bilinguals results in superior cognitive/executive function compared to monolinguals. However, findings in the literature are inconsistent and it remains unclear what aspects of the bilingual experience underlie potential language group differences in cognition. To overcome some of the methodological issues that may play a role in the equivocal findings to date (e.g., dichotomizing language experience, experimental task design, the nature of the dependent measures), my research program uses a multimethod cognitive neuroscience approach to examine the relation between individual differences in language experience, cognition, and brain structure and function. I will discuss the use of behavioural, electrophysiological, and neuroimaging methods in my lab, and how they are harnessed to examine the potential mechanism(s) underlying the effects of different language experiences on cognition and the brain.