In this study, we examine how literacy connections with multiple step mathematics problems affected mathematics learning for 4th grade students. Three fourth grade teachers incorporated writing activities in their mathematics classroom for two weeks. The level of teacher scaffolding decreased as students progressed through the problems. The analysis of the students' writing revealed several findings: (a) their understanding was expressed in accurate and coherent written responses (b) their challenges became more apparent, and (c) the depth of their understanding was evident. The factors of teacher support, scaffolding, and problem difficulty are examined in the context of students' problem solving. Implications for teacher practice and future research are shared.