This qualitative case study was an in-depth exploration into how writing may facilitate disciplinary literacy in an eleventh grade physics classroom. In response to the dearth of writing instruction in high school disciplinary classrooms, this study was an in-depth exploration into how writing may facilitate the cultivation of disciplinary writing in physics. The study focused on the perspectives of three participants during a semester of implementing writing by using sentence starters in physics. Findings showed participants were resistant to the change in curriculum and learning. Modelling effective disciplinary writing to support students may help improve attitudes and identities as writers.