This study examined how teachers design and implement instructional strategies to enhance students' emergent writing. A case study methodology was used to examine the elements of an emergent writing program of two kindergarten teachers. The study hoped to define a classroom environment that is conducive to literacy and writing using best practices in instruction. By examining the classroom settings, routines, expectations, and instructional pedagogy, insight was gained about the learning process of emergent writing in young children. Exploration of how these four components come together during the course of a semester may foster a better understanding of the acquisition of emergent writing skills in a kindergarten classroom. Student writing assessments, work samples, field notes taken during classroom observations, and interviews with the teachers provided support for the research. Samples of students' written work were collected to monitor the students' skill development. Formal and informal interviews with the teachers provided an understanding of how the teachers' perceptions manifested in literacy and writing instruction. A description of the students' progress was provided through the analysis of writing assessments at the beginning, middle, and end of the 14-week study. Although teachers had different professional experiences and instructional practices, both classes showed significant gains on the end-of-the-year writing assessment. The findings from this research suggest that a combination of consistent writing instruction and routines, research-based instructional strategies, and an integration of literacy and writing contributed to young children's growth in writing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]