In this study, we examined why observational learning positively affects learning outcomes of new writing tasks. In this study, we focused on the effects of observational learning on the temporal organization (i.e., orchestration) of writing processes and on the subsequent influence on text quality. An experiment was set up in which participants (N = 52; 8th-grade students) were assigned to 1 of 2 observational-learning conditions or a control (CO) condition. In the observational-learning conditions, participants learned by observing peer models' writing processes and in the CO condition by performing writing tasks. To measure the orchestration of writing processes, the participants performed posttest-writing tasks under think-aloud conditions.