This article explores the beliefs and practices of three primary teachers and analyses how their conceptions of effective-writing influence children's perceptions and engagement with writing. The study is grounded in writing discourse theory, examining how pedagogical decisions shape pupils' understanding of writing and their opportunities for imaginative expression. Through classroom observations and pupil focus groups conducted across an academic year in three Southeast England schools, the research identifies contrasting discourses of writing and highlights the impact of teacher beliefs on classroom practice. The findings suggest that pupils positioned within skills and compliance discourses are more likely to engage with writing as a performative and technical act, while those exposed to creativity and social practice discourses demonstrate greater autonomy and imaginative engagement. The article concludes with a call for more integrated pedagogical approaches that balance technical proficiency with creative freedom.