A random national sampling of primary grade teachers in the United States were surveyed to determine how they teach revising to writers in the elementary grades. Our findings suggest that in our sample of teachers, little time is dedicated in the school day to writing and especially revising. The teachers believed that more time spent revising did not necessarily lead to better revisions. Peer-support structures were widely employed and the use of rubrics during revision was widespread, but unevenly effective and less effective when utilized during peer-grouping structures. Teachers generally did not use strategies or commercial programs for writing or revising. Teachers reported that their students primarily made surface level revisions that generally did not improve their compositions. Finally, the presence of students with disabilities did not necessarily alter the type of writing and revising instruction delivered in classrooms