Crossmodal transfer of learning is a neurocognitive process whereby a learner's experience and knowledge acquired through one sensory mode enable him/her to perform a similar task using a different sensory mode. This study examined the transfer of (mostly) visually acquired knowledge of first- and second-language characters to the tactile modality typically not used in that acquisition process. Two experiments were conducted, one to assess letter recognition skills and one to assess digit recognition skills in both Bangla and English, in 30 sighted young children who had mastered those characters through sensory learning in natural settings. Results unequivocally demonstrated that children were able to recognize/classify the first and second language letters or digits presented not only to the (trained) visual modality but to the (untrained) tactile modality as well, and as expected, with greater recognition accuracy and shorter recognition time in the former than the latter modality. Their character recognition performance was found to be significantly influenced not by language but by character type, with digits being more accurately and more speedily recognized than letters. Moreover, language–task modality interaction was found to mediate letter recognition accuracy, digit recognition accuracy, and digit recognition time, whereas character type–task modality interaction was found to significantly mediate character recognition time only. The ecological and theoretical significance of these findings is discussed.