Writing is a foundational skill that can support and extend student learning across the curriculum. Writing is used to communicate stories, opinions, and information, and to express one's understanding of concepts and ideas during an individual's K-12 educational career and well beyond. Despite written expression's importance and utility in and outside of the classroom, many students struggle with it. According to the National Assessment of Educational Progress, only 61% of students with disabilities were able to achieve basic writing skills in 8th grade and 49% in 12th grade (Salahu-Din, Persky, & Miller, 2008). One group of students who struggle with written expression are students with emotional and behavioral disorders (EBD). In this article, the authors describe best practices for improving the writing of students with EBD, highlighting the instructional approach, Self-Regulated Strategy Development (SRSD). SRSD includes a family of writing-specific strategies developed for use in several writing genres, such as story and persuasion. The strategies assist students with engaging in the planning, drafting, revision, and publication process, and target the types of writing that are emphasized in the Common Core Standards and on standardized assessments. SRSD introduces a genre-specific mnemonic that guides students through the writing process. Through modeling, guided practice, and independent practice, students learn to use the mnemonic to create a cohesive story or essay, and the pace of the instructional stages can be adjusted to meet individualized needs. Herein, the authors detail SRSD's six instructional stages (developing background knowledge, discussing the strategy, modeling the strategy components, memorizing the steps of the strategy and any accompanying mnemonic devices, supporting the students' acquisition of the strategy, and independent performance) designed to improve a student's writing knowledge, strategic behaviors, and motivation (Harris, Graham, Mason, & Friedlander, 2008). Considerations for implementation of SRSD in the classroom and within a Positive Behavioral Interventions and Supports (PBIS) framework are also discussed.