This article focuses on a collaborative project between two fifth-grade dual language teachers (English-Spanish) and a university researcher as they engaged children in a study of memoir. The bilingual children in these classes cultivated their genre knowledge by participating in the ways of writers of memoir through the careful adaptations the teachers and the university researcher made in order to provide the best possible experiences for the bilingual children in these classes. By attending to what the children "were" doing, they helped the bilingual children find not only where their stories hide, but to tell them in crafted ways.