Writing has been a documented problem in American schools for more than 30 years. The purpose of this study was to identify the strategies and practices teachers in one Georgia elementary school used to significantly improve student writing scores as measured by the Georgia Milestones standardized test. This qualitative case study examined teachers’ life and career experiences, school-wide strategies related to writing, and classroom-based writing practices. Data collection included memos, interviews, teacher observations, and artifacts. Categorical aggregation was used to analyze the data. This study resulted in several major findings. All participants’ pedagogical approaches to writing instruction were influenced by their past experiences. All participants reported that the support from their school principals helped them settle on various practices leading to their success in teaching writing. All participants found formulaic writing strategies to be useful in improving students’ writing. Participants reported increased student learning when modeling was used as an instructional strategy.