The purpose of the following case study was to examine the daybooks of 3 fourth-grade writers who autonomously determined the content they included across the pages of their composition books. Three themes emerged from an analysis of their daybooks: (1) Students used their daybooks to engage their "writing process"; (2) students used their daybooks to draft in a variety of "genres" and (3) students used their daybooks as a space for "reflection." This study suggests that, when provided with the proper conditions for writing, students use their daybooks in multiple ways to support them as writers.