There are students whom teachers always seem to remember, primarily because they provide special insight into teaching and learning. These students, most of whom usually have learning difficulties in school, teach important lessons to teachers about determination, survival, and about becoming readers and writers. One such student is Kimberly, whose first grade year had been disastrous due to health problems and difficulties with language. The teacher and Kimberly began working together in second grade by drawing pictures and matching them with texts. Gradually Kimberly produced independent writing. By the sixth grade she had learned the appropriate use of conventions and found reading to be a recreational activity. Another such student is Andrea, a fifth grader who had experienced language development problems evidenced by her brief incoherent prose. The teacher collaborated with Andrea over idea generation and revision. Andrea had to be shown that rehearsal (making lists, taking notes, sketching, and especially talking) was necessary. Through extensive process/conferencing with the teacher, Andrea was gradually ready to take charge of her learning. Both students provide insight on how struggling students are able to reposition their view of themselves and to create a new image of themselves as reader and writer. (Thirteen figures containing writing samples from both students are included.) (KEH)