This study examined the effects of delivering the Direct Instruction writing program, Expressive Writing, to three high school students with learning disabilities. Correct Word Sequences (CWS) on narrative writing tasks and pre- and post-intervention scores on the spontaneous writing scales of the Test of Oral and Written Language (TOWL-3) were measured. A variation of the multiple baseline design was employed, wherein CWS were measured during baseline, intervention, and maintenance phases. Results indicate that all three students made large gains on CWS measures and demonstrated improvement on the TOWL-3 spontaneous writing scales following the Expressive Writing intervention. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).