This article reports on a case study of an exemplary teacher who was a participant in a professional learning project, WriteIdeas. The teacher provided instructional support in writing to a targeted student with learning difficulties in an inclusive Year 8 English classroom. Analytical frameworks were developed and applied to the data that had been collected from various sources. The case study sheds light on the multi-faceted nature and complexity of providing responsive and tailored instruction in writing to students in an inclusive setting. (Contains 1 figure.)