Forty eighth grade students with and without learning disabilities in an inclusive classroom participated in an adapted Step-Up to Writing (Auman, 2002) intervention program. The intervention targeted expository essays and composing topic, detail, transitional, and concluding sentences. A repeated-measures ANOVA indicated that both students with and without disabilities made significant improvements in expository writing skills as measured on the state's criterion reference test for written expression. (Contains 3 tables.)