As a result of a paradigmatic shift on the assessment of bilingual children’s language abilities, it has now been agreed that the bilingual children’s language skills should be evaluated in both languages and when only one of their languages is considered, this results in incomplete language profiles of bilingual children (Armon-Lotem, de Jong & Meir, 2015). However, this also raises attention on a well-established necessity for the improvement of bilingual language diagnostics. Today, the researchers are working on developing standardized tests with bilingual norm samples. It is therefore fundamental to have a detailed knowledge of the performance of Turkish-Dutch bilingual children as there is a considerable number of emergent bilinguals of Turkish origin in West-Europe (Altinkamis & Simon, 2020; D’Haeseleer, Daelman, Altinkamis, Smet, Ryckaert, Van Lierde, 2021). In line with this background, this study answers the following research questions: 1-How does Turkish-Dutch bilingual children’s Turkish lexicon develop? 2- How does Turkish-Dutch bilingual children’s Dutch lexicon develop? 3-What does this observed profile in Turkish-Dutch bilingual children’s early lexicon tell us about the characteristics of emergent bilingualism? In this study, 10 Turkish-Dutch bilingual children’s early lexical development were longitudinally followed through Dutch and Turkish adaptations of CDI. Also, their families were regularly consulted to provide a more comprehensive approach into these children’s language exposure patterns and family-related factors. Similar to Altinkamis & Simon (2020), the results based on the longitudional data in this study showed that language exposure patterns at home context are the main influential factor in understanding the language development paths in a bilingual setting. Not only the general development profile but also the development of specific lexical categories reflect the children’s language interactions.