This paper presents the results of a study aimed at investigating how and why secondary school students use spelling and grammar checkers to aid them in their English writing. The study was a result of close observation over many years of how some students use computers effectively to support their writing, while others make just as much use of computers, but struggle to read and write in English. Six Year 8 students (as case studies) were selected to participate in the study based on their performances in validated standardised literacy tests. Two case studies in each of the scoring categories of 'high', 'medium' and 'low' were observed during their English writing activities with and without the use of computers. The students were interviewed about their self-ratings and experiences. Their teachers were also surveyed and interviewed to validate points of concerns. The students' perceptions indicated that the regular uses of computer tools (spelling and grammar checkers) at Years 8 and 9 aided them in their English writing, but they did not retain the skills that the tools offered. [For the complete proceedings, see ED557311.]