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More than 60% of children labeled English language learners in US schools today are simultaneous bilinguals, and little is understood about their bilingual and biliterate potential, because theories of sequential bilingualism dominate the field. Most studies exploring bilingual children’s writing development have focused almost exclusively on the analysis of their English writing, and they use a monolingual framework without attending to the processes of creation or addressing the specific characteristics within the classroom context under which children become biliterate writers. Understanding the processes by which bilingual children develop writing in two languages can better inform instructional practices that are linguistically appropriate and expand opportunities for bilingual children to engage in meaningful Spanish and English writing practices as they progress on a trajectory towards biliteracy.