The ability to write well is more important today than ever to prepare students for success in school and later in the 21st century global workplace. When children are able to express their knowledge and their beliefs in writing they experience the joy and power of making an impact on the world and reaching to their full potential. Children with learning disabilities experience special challenges when faced with the complex task of writing. While many approaches have been studied to help students who struggle with writing, little attention has been given to the whole system of support that enables them to succeed. This descriptive study that took place in a fourth grade inclusion model class examined how students with learning disabilities make progress in writing. Data was collected for eight months from multiple sources and included observational field notes, semi-structured interviews of both the participants and the teacher, and writing samples. Analysis of the data was done by open coding, focused coding, selective coding, and a constant comparative method that led to a grounded theory. The grounded theory consisted of three areas of findings in how the participants made progress as writers: the support of the inclusion class, quality grade level instruction, and the students' writing behavior. The students were supported both socially and academically by the inclusion model class. They enjoyed full social inclusion and were valued for their friendship and their roles in the class. They received daily grade level instruction and participated in academics by sharing their ideas, working with others, and learning among their peers. The teacher used a writing process approach and was an effective writing teacher. She was flexible, gave the students specific feedback, and individualized instruction. Finally, the children learned writing behaviors such as planning, revising, and writing with detail. They asked for help to work through areas of difficulty and expended tremendous personal effort and stamina to meet the challenges they faced when writing. All three students showed significant progress as writers and learners in the inclusion model class. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]