This article presents findings from case studies of two Latina bilingual high school writers engaged in a year-long research and writing project. Both young women demonstrated unique patterns related to their approaches to inquiry and performance of literacy practices. By using an ecological framework to integrate a multiple literacies perspective into the study, the author argues that both young women engaged in “hidden literacies” that indicated potential toward the development of academic English. The article closes with suggestions for a reframing of common approaches to the study of academic English.