The four-week university-sponsored summer Computer-based Writing (CBW) Program directed by the head of a special education initial teacher licensure program gave teaching interns opportunities to work with young struggling writers in a supervised clinical setting to address keyboarding skills, writing conventions and knowledge and application of the writing process. Following the Self-Regulated Strategy Development (SRSD instructional model, the graduate interns explicitly taught their students writing and self-regulation strategies that included self-monitoring, self-instruction, goal-setting, and self-reinforcement. The purpose of this article is to describe how through their CBW experiences, the interns acquired content and professional knowledge, tested out best instructional, assessment and technology practices and developed critical reflective thinking needed for informing their instructional practice. The CBW experience provided direct community service to children identified as at-risk learners and to their parents who learned ways they can provide ongoing literacy and learning support for their children at home.