This pilot inquiry recognizes some lexical aspects of the rising Spanish writing skills amid amenable English/Spanish bilingual students with little or no subjection to formal home language study upon treading a Spanish Heritage Language Program at a large public university in the Southwestern U.S. The inquiry centers on lexical richness by surveying variation, profile and lexical density. It likewise measures transfer from English in the form of code-switches, borrowings, calques, and lexical creations. This exploratory inquiry fills prior research and offers valuable information on the student population's learning needs.