The purpose of this study was to investigate how 23 fourth-grade students with different writing abilities translated their teacher's literacy instruction into an understanding of audience awareness when writing for Internet publication. As part of their classroom literacy instruction, students learned the textual features indicative of different types of texts. The students then wrote three versions of the same research report using traditional and electronic textual features to communicate to different audiences. A content analysis of the three electronic versions was completed in conjunction with a qualitative analysis of verbal protocols and semistructured interviews. Data analysis revealed three factors that influenced the fourth graders' decisions: text levels, appearance, and computer challenges. Findings indicate that (1) writing ability was not a factor in students' decisions about how to use electronic features and (2) explicit literacy instruction on the features of different types of texts increased students' audience awareness. Implications for teacher education and future research are discussed in relation to the study's results.