This descriptive, mixed methods research study examined how elementary teachers describe their writing instruction. One hundred and sixty-eight elementary teachers from across the Commonwealth of Virginia completed a survey about their writing instruction. Additionally, I interviewed 16 teachers, two teachers from each of the eight superintendent regions, to gain deeper information on how they describe their writing instruction. I used grounded theory to analyze surveys and interview transcripts. I identified four themes through the analysis: (a) teachers felt they are not properly trained to teach writing, (b) teachers felt that their writing instruction had changed over the past five years due to time restraints and curriculum restrictions, (c) teachers used a variety of writing activities for writing instruction, and (d) teachers felt that state and federal policies had negatively impacted writing instruction. Multiple participant voices, which are highlighted throughout this dissertation, strongly supported these themes. [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.]