A study examined (1) a nine-year-old girl's view of writing, (2) the factors contributing to the construction of that view, (3) her parents' and teacher's views, and (4) the relationship among these various views. Both samples of writing and an interview schedule were used to elicit writing views from each of the participants concerning their notions relating to writing. In addition, participants were asked to recall their memories of learning to write. Results indicated that there were considerable differences between not only what the child did at school and at home in terms of writing, but also how the child perceived and accounted for those differences. The parents were able to offer useful insights that contributed to a developmental view of writing from the perspective of a progression on a continuum. The teacher, also, shared in considerable detail the practices and rationale that guided the writing process in her classroom. Overall, the study revealed interesting differences between the home and school contexts in which writing occurred. (A final section of the paper examines the researcher's perspective and the limitations inherent in the framework used to analyze the interview data. Implications for further research are also presented. Thirteen references are included.) (Author/FL)