Various technology-based interventions exist to support writing for students with learning disabilities (LD). However, it is not enough to simply provide access to technology. How it is implemented by teachers may affect student outcomes. In this study, three special education teachers used a technology-based graphic organizer (TBGO) with embedded self-regulated strategies and technology supports to improve the persuasive paragraph writing of 43 6th-8th grade students with LD. Teachers followed scripted lesson plans when delivering instruction. Quality of their instruction or process fidelity while implementing a technology-based intervention was determined. Students wrote a paragraph in response to a persuasive prompt using a Microsoft Word document at pretest, using TBGO at posttest with TBGO, and using a Microsoft Word document at posttest without TBGO. There were significant differences in the number of words, transition words, and essay parts measures between pretest and posttest with TBGO as well as between pretest and posttest without TBGO. Gain scores on the essay parts measure showed no correlation with the students' typing rate. However, there was a significant correlation found between those gain scores and teachers' process fidelity scores. Differences between teachers' implementation along with practical implications for the integration of technology tools in writing instruction are discussed.