This article is based on an action research study, conducted in a suburban central Texas elementary school, that explored the efficacy of providing feedback to student writers through a Web 2.0 platform of Google Docs. The study involved matching 13 elementary writers with adult writing coaches in the school. The study incorporated four data sources including an analytic rubric, student and coach surveys, student work samples, and a reflective research journal. The research findings suggest that using computers to provide feedback solved time constraints teachers faced and also helped facilitate relationships between students and staff members. In addition, students were no longer resistant to revisiting their work, were eager to view the feedback, and revised their drafts in response to the comments provided, thus improving the overall effectiveness of their writing.