This mixed-methods study analyzes the Spanish literacy performances of dual language students, including both emergent bilingual Latina/o and African American students, in the 1st grade of a dual language program. The findings suggest that emergent bilinguals across racial groups performed similarly well on Spanish literacy assessments overall. However, a closer analyses of six target students demonstrated patterns of literacy development that were different for emergent bilinguals from Spanish speaking homes in comparison to emergent bilinguals from English speaking homes.