For many languages, children are known to have problems in the interpretation of pronouns. This finding holds only for languages in which pronouns are strong, not for languages in which pronouns are clitic. This paper investigates how children interpret strong pronouns in a clitic language: European Portuguese. It is found that, in embedded subject contexts, in which overt pronouns may appear, children fail. This supports the views contending that the asymmetries found in the acquisition of binding bear on the categorial status of the pronouns and not on more general language differences or pragmatic principles.