The purpose of this instrumental case study was to examine how an exemplary writing teacher makes intentional decisions in her writing practices including engaging students in the writing conference as part of writing workshop to support her young writers in their developing craft. For several decades, scholars have researched, studied, analyzed, and summarized writing development and effective practices for teaching writing based upon observations of exemplary teachers of writing. Research suggests more trust can be placed in evidence-based practices when supported by multiple types of research including both quantitative and qualitative studies adding to validity, reliability, and trustworthiness. The study took place at a Title 1 school outside a large metropolitan area. Participants included an exemplary teacher and her 19 students, eight of whom are English Language Learners. This case study approach provided an in-depth and holistic description and analysis of the writing conference as part of writing workshop using multiple sources of data. Data were analyzed through teacher interviews, audio recordings of writing conferences, a running record of observations, teacher conferencing notes, and student writing samples. Data analysis included descriptive coding to identify patterns and themes of teacher and student conferencing sessions within a first-grade writing workshop setting. Findings indicated the teacher used the writing conference to build relationships with students, leverage students' funds of knowledge in composing personal narratives, and to provide feedback to support young writers in their developing craft. [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.]