The article offers an account of the challenges and successes encountered in the process of opening a new Professional Spanish Minor, targeted mainly to Heritage Spanish speakers in a small traditional liberal arts college in the Midwest region of the USA. The article introduces the concept "bi-directional scaffolding", and some of the topics discussed are the motivation for establishing the new program, the choice of curriculum, and the process used to involve diverse Faculty. Additionally, the results of an opinion survey distributed among Heritage Spanish speakers are presented, in which their career expectations and current perceptions of their life at this college have provided a much more accurate framework to design the new minor. Conclusions include a reflection on programmatic solutions for the needs of Hispanic students in our institution. The article proposes an inter-institutional dialogue regarding program standards and curricular schemes for Heritage Spanish students nationwide.