The purpose of this article is to describe the development of writing in young dual language learners, who are children under 5 years old who are learning the dominant language and another language at the same time. Early writing has been associated with literacy outcomes in the later years of elementary school. The article presents samples of different forms of young dual language learners’ writing and ways to interpret them. It also describes strategies for teachers to observe dual language learners’ writing development, create meaningful writing opportunities in the classroom that are based on authentic uses of writing in their homes and communities, and provide scaffolding for students’ learning. Examples are given to illustrate how teachers can promote opportunities to write and encourage the discovery of the specific characteristics of the written system in each language.