Three analyses of Spanish–English cognates were conducted, with the purpose of identifying features that might facilitate or inhibit bilingual students' cognate recognition and cross-language transfer of vocabulary knowledge. Results revealed that both the General Service List and the Academic Word List (AWL) contain a substantial number of English–Spanish cognates, a high percentage of which can be categorized by 1 of 20 cognate patterns. Orthographic and phonological transparencies were analyzed, suggesting that cognates are more transparent in terms of orthography than phonology. A frequency analysis indicated that most AWL cognates are more common in Spanish than in English. Results suggest that carefully designed cognate instruction may provide Spanish-speaking students with a “cognate advantage” in comprehending English academic texts.