Nine 2nd- and 3rd-grade English learners with and without disabilities received instruction on opinion essays using the self-regulated strategy development (SRSD) model of instruction. A special education teacher/researcher implemented the intervention with high fidelity 5 days a week for 25 min per session. We used a single-subject multiple-probe design replicated across groups to examine the effects of the intervention. We collected data on the number of opinion writing components included in each essay, essay quality, and total words written. Results showed a functional relation between SRSD instruction and the number of opinion essay components students included in their essays after SRSD instruction. In addition, all students' essays were of a better quality and contained a greater number of words at postinstruction. Student interviews revealed overall satisfaction with the SRSD instruction they had received.