The purpose of this experiment was to determine the effects of a simultaneous prompting procedure on the writing performance of three upper-elementary-level students diagnosed with learning disabilities (LD). Interventionists gave task directions followed by model prompts with a 0-s time delay to teach students composition. Non-targeted information related to the writing process was embedded in the form of progress monitoring. A multiple-baseline design across participants (AB) was used to assess the effectiveness of the intervention. Results indicate that the simultaneous prompting procedure positively affected the overall quality of writing of students with LD. Implications for practice and future research are discussed.