Writing is an essential academic skill that proves challenging for many learners both with and without diagnosed learning disabilities. In this multiple probe across participants study, a fifth-grade special educator in an inclusive setting implemented Self-regulated Strategy Development for the informational genre. Eight Black students participated--five had IEPs, three were referred by teachers. Research questions explored fidelity of SRSD instruction following practice-based professional development; social validity; and the impact on writing outcomes including genre elements, length, holistic quality, strategy use, and academic vocabulary. The teacher implemented SRSD with high fidelity. All writing outcomes increased following intervention. Instances of copying text directly from sources decreased. Both teacher and students rated SRSD high on measures of social validity.