The purpose of this study was to explore writing instruction provided to students in fourth grade classrooms of two Title I schools. The researchers observed the writing instruction and classroom procedures of three fourth grade teachers at these two Title I campuses. The following three research questions guided this study: (1) How do fourth grade writing teachers in two Title I schools in Texas approach the teaching of writing? (2) How does the challenge of standardized testing impact writing instruction? (3) How do these fourth grade teachers perceive their effectiveness as teachers of writing? Analysis of data led to the following conclusions: for these three teachers, district mandates and a centralized curriculum established the agenda for classroom writing instruction for the most part. However, even within these constraints, researchers observed that efforts were made by each teacher to adapt some of the curriculum needs of their students and to incorporate their own teaching styles and strategies as much as possible.

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