Common Core writing standards emphasize the need for students to use a variety of approaches to compose and revise texts. Writing research indicates that revision processes receive less instructional time than planning or drafting processes (MacArthur, 2013; Sommers, 1982; Witte, 2013). Using a constructivist grounded theory approach, this study examined the experiences of 1 eighth grade teacher and 5 of her students during strategy-based instruction designed to foster independent revision behaviors. The author acted as a participant researcher to conduct 28 hours of classroom observations, student and teacher interviews to understand teacher and student perspectives over the 9-week instructional period. Student writing samples were examined before and after the revision instruction to understand how students' revision behaviors changed. Three themes emerged pertaining to teacher experience: (a) the use of limitations to foster growth, (b) writer's notebooks for revision practice, and (c) memorization to foster transfer. Two themes emerged illustrating how students experienced and responded to this instruction: (a) students positioned their learning within their existing writing needs, and (b) students' awareness shifted to a more global understanding of text. Findings reveal that specific strategy instruction may provide a foundation for students and teachers to understand the revision process and create a starting point for additional learning.