This study examines the beliefs and practices, specific to writing, of six preschool teachers using observations, interviews, photographs, and surveys. Gerde, Bingham, and Pendergast's (2015) WRITE [Writing Resources and Interactions in Teaching Environments] protocol was used during observations, allowing researchers to focus on each classroom's writing environment and teachers' use of environmental print, modeling, scaffolding, and independent writing. Findings reveal that although the preschool teachers expressed strong beliefs about the importance of writing in their classrooms, their implementation of practices to support young writers varied. Implications for supporting the writing instruction of young children are discussed as well as the potential use of the WRITE protocol with pre-service and in-service teachers.