This project investigated six 2nd-grade students' use of word study instruction to mediate spelling while writing in their journals. In particular, the researchers examined the students' use of the orthographic principles, sample words, and spelling strategies that had been taught during developmental word study lessons. Results of the project suggest that some students may need explicit instruction on how to apply what they have learned through word study instruction to the writing process. Findings also point to a number of issues that need to be addressed before the efficacy of word study as a comprehensive approach to spelling instruction can be fully determined.