This article reports the results of a preliminary study that applied a randomized posttest-only design to evaluate the effectiveness of a literacy curriculum that incorporated explicit opportunities for Spanish-speaking Head Start preschool children (N = 76) to develop writing abilities in English. The study also addressed English language acquisition by providing instruction in the child's first language (Spanish) for learning new concepts while incorporating new vocabulary in English. The curriculum addressed print concepts, storytelling, and writing through motivating and creative activities as a means to develop early reading and writing skills. Its primary objective was to evaluate children's English writing at the end of a 10-week intervention. In addition, the study measured a possible interaction between treatment and initial language skills for children who participated in the treatment condition. Analyses of variance demonstrated that the treatment group had statistically significant gains compared with the control group in English and Spanish writing. In addition, there was a statistically significant relationship between children's initial vocabulary skills and treatment on English writing. Implications for practice are discussed. (Contains 1 footnote and 2 tables.)