Research findings support a relationship between writing self-efficacy and writing production. A multiple-probe across students design was used to evaluate the effects of a writing intervention, which included strategy instruction and cognitive-behavioral components, on the writing production of three middle school students. Visual analysis of repeated-measures graphs and effects size calculations suggest that the intervention enhanced word production (i.e., total words written). All three students also showed increases in writing self-efficacy. Applied and theoretical implications are discussed, along with directions for future research.