Issues related to bilingualism and the effects which might have on language learners’ cognitive and meta-cognitive variables have attracted the attention of a couple of researchers in the field of Second Language Acquisition (SLA).Since a couple of decades ago, there has been a plethora of studies on cognitive and metacognitive differences between bilinguals and monolinguals. However, the impact of bilingualism on EFL learners’ WMC and verbal intelligence has not be explored yet. The present study aimed at comparing the WMC and verbal intelligence of bilingual and monolingual language learners. In so doing, 30 Baluch EFL learners and 30 Persian speaker EFL learners were selected through convenience sampling. The data of the study were collected through running WMC measure and verbal intelligence test. The data of the study were analyzed through running descriptive and inferential statistics tests (independent samples-t-tests). Results showed that bilingual language learners outperformed the monolingual language learners in both WMC measures and verbal intelligence test. Therefore, it could be concluded that bilingualism affects EFL learners’ WMC and verbal intelligence. The findings have theoretical implications for applied linguists and psycholinguists and practical implications for teachers and syllabus designers.
