The purpose of this article is to share specific methods employed to support preservice teachers as they engage in culturally sustaining nonfiction writing instruction with elementary children in an embedded methods course. First, we explore theories of culturally relevant and sustaining pedagogies. Next, we define culturally sustaining writing practices with young children. Finally, we share a framework for engaging in culturally sustaining nonfiction writing. We do this by describing our work of having PSTs (aka tall teachers) engaging in a culturally sustaining authoring cycle where they examine historical and contemporary movements beside their fifth-grade literacy pals (aka small teachers) to create critical nonfiction writing.