As a literacy educator, the author's interest in how students conceptualize writing is one that she devotes a significant amount of time and interest. Understanding how students make sense of reading and writing at an early age can assist educators in designing and implementing literacy engagements that are both high quality and effective. To investigate students' conceptualizations of writing in a classroom setting, the author spent a year in a kindergarten classroom studying the literacy practices of one group of kindergarten students. The environment created in this kindergarten classroom offered opportunities for a love of reading and writing to be cultivated and nurtured. Although the students had limited school-based writing experiences prior to their entrance into kindergarten, all possessed multiple literacy experiences from their world which transferred into their writing experiences in the classrooms. In this classroom, students were intimately aware of the connections and interdependence of reading and writing and the impact of each on the other. By offering the students ownership in their writing, and providing ample time for practice, students in this classroom began to understand the purposes and structure of a variety of writings. In many ways, this ownership paves the way for individual writing agency as students are able to determine their own topics and purposes and begin to write about what is important and matters to them. In this sense, writers begin to use writing for transformative purposes.