This study examined the contribution of three writing enabling skills (i.e., feedback perception, self-efficacy, and self-regulation) on writing performance among Hispanic students. Participants were 261 students in grades 3-5. Approximately 60% of students were Emerging Bilingual (EB) enrolled in dual language programming. Students completed writing enablers scales and three writing compositions. EB students were classified in proficiency levels based on state-mandated language assessment scores. Factor structure of the writing enablers scales deviated from the original measures. Using Exploratory Structural Equation Modeling, we found that, while feedback perception was not related to writing, self-efficacy and self-regulation significantly predicted writing outcomes, though in opposite directions. Students with different English proficiency showed significant differences in self-efficacy but not feedback perception and self-regulation. Results showed that students with higher writing self-efficacy exhibited better writing performance. Students more proficient in English had stronger self-efficacy, with highly advanced EB students reporting the highest scores. [This paper will be published in "School Psychology Review."]