This article, based on a 2-year study of working strategically with Years 5 to 8 priority learners, concludes that what is effective writing instruction for all students is particularly effective for priority learners. It also suggests, however, that knowing your students well and making adaptations to some dimensions of effective writing instruction--especially teachers' strategic use of writing tasks and goals, direct and differentiated instruction, and instruction that promotes student self-regulation--is closely associated with stronger engagement, accelerated progress, and higher achievement in writing by priority learners. The article also provides many classroom-based practices used effectively by a range of teachers of priority learners.