Learning to write is a complex process that depends on mastering a variety of processes and skills, including how to plan compositions and regulate writing behavior. One approach that has been used successfully to teach both good and poor writers such processes is Self-Regulated Strategy Development (SRSD). With SRSD, students are taught strategies for processes that include planning as well as the knowledge and self-regulatory procedures needed to apply the target strategies, better understand the writing task, and regulate their writing behavior. In this article, the authors describe how SRSD instruction was modified to teach planning and self-regulatory strategies for writing a story to second-grade students who were at risk for behavioral difficulties and who also had co-occurring writing deficits. This instruction occurred within the context of a positive behavioral support (PBS) model.