Writing is a vital part of the teaching and learning process. The view of learning to write as a developmental and evolving process is well-established in professional literature, and close observation of an emergent writer as they compose text can contribute to an understanding of their writing acquisition. A multiple case study, which focused on the teachers' experiences working closely beside a single child, was conducted in the context of a graduate early childhood education course. Three focus cases were analyzed, and three cross-case themes were identified. Findings illustrate the necessity of closely examining and supporting young children's composing process, and implications for pedagogical practice, teacher education, and future research are provided.