In this article, the authors trace their writing instruction through the 2016-2018 school years. They begin by describing how they framed the foundations of historical work and the importance of this framing for the later production of historical narratives. Then, the authors discuss how they integrated traditional literacy instruction with specific disciplinary skills. After that, the authors demonstrate how a collaborative case study provides the necessary learning environment to cultivate historical writing. Finally, the authors conclude with their six most important learnings from this process and applicability of those learnings to writing instruction.