Effective written expression is a necessary form of communication and one of the most difficult tasks for students with disabilities to master. Few instructional strategies for writing have been validated specifically for students with emotional and behavior disorders. This single-subject study evaluated the effect of a Direct Instruction program ("Expressive Writing-1") and the use of a procedural facilitator as a form of strategy guide on the writing performance of two 5th graders with emotional and behavior disorders. Students demonstrated an overall pattern of positive gains in both writing quality (measured by the Test of Written Language-3 and by writing samples evaluated using the Holistic Scoring Rubric) and writing fluency (measured by text length and correct word sequence) that were maintained over a 2- and 4-week follow-up. Discussed are implications for future research and practice. (Contains 2 tables.)