A great number of students in advanced-level college second-language classrooms are heritage language speakers who learned their heritage language through interaction with their families and heritage communities. Although these heritage language speakers have a good functional ability in their heritage language, they have little confidence in their overall heritage language ability, especially in writing and reading. This lack of confidence stems from not having had many opportunities to expand the range of topics they can discuss which then limits their range of vocabulary as well as range of interaction with different levels of language use. This lack of opportunities makes it difficult to develop these ACTFL advancedlevel heritage language speakers into superior-level speakers. This paper proposes that a content-based language development framework which was developed for a community college study abroad program can provide the necessary language opportunities that might effectively facilitate the development of the range of language necessary to move the heritage language speaker to the ACFL superior level.