This study examined the writing development of English language learners (ELLs) in a fourth-grade bilingual classroom in Northern California. The purpose of this study was to explore the linguistic and cultural resources the students used to inform their writing and determine to what extent, if any, these resources influenced their writing. The writing process for participating students was observed as they developed stories during Writers' Workshop, a process approach to writing. The study examined the writing of three students who represented an emergent, a developing, and a proficient student. The study employed qualitative research methods that included classroom observations, interviews, and the examination of student writing samples. Students' stories, field notes, and interview data were analyzed using thematic analysis. The findings suggest that a supportive social context allowed students to utilize their diverse linguistic and cultural resources to identify themes and topics when writing stories. Students' experiences living in a Mexican and European-American cultural context along with their bilingual proficiency provided additional resources to inform their writing. (Contains 2 tables and 5 figures.)