In the light of the fact that the activity of writing as a basic and generic educational ability is of paramount importance for lifelong learning, i.e. for life and work of each individual, and bearing in mind the notion that writing as a complex activity requires a whole corpus of knowledge and skills necessary for successful realization, we deemed it significant to explore whether third-cycle students from twelve primary schools Montenegro recognize and apply writing strategies to gain competence in this field of mother tongue and literature teaching. This paper presents the results of the research which examined the understanding and application of primary writing strategies, as well as the assessment of their significance in respect to oneself as a writer. The research focused on the creation of prose texts based on literary-artistic texts (novellas and short stories), i.e. a descriptive and narrative type of creative writing. Based on the results produced by the study, students recognize and apply the offered writing strategies to a greater or lesser extent, which is especially corroborated by the fact that they ranked each of them first in a certain percentage. Moreover, the results of the research indicate that a significant number of research participants assess themselves as a successful creator of a written text, naming the strategies that have particularly contributed to this, as well as those whose application should be enhanced.