The research reported here examined word study as an approach to spelling instruction. In particular, the researchers investigated kindergarten children's transfer of specific words, word knowledge, concepts about print, and strategies for spelling unknown words to their self-selected journal writing. Results of the study indicated that the classroom teacher taught the children a wide range of fundamental concepts and strategies, and all of the focal students transferred word study instruction to their independent writing. The teacher's whole-group approach, however, did not meet the instructional needs of the children with the highest or the lowest literacy knowledge and ability. Findings suggest that small-group, instructional-level word study instruction may be necessary for optimum results, even in the kindergarten setting.