This study examined the process of invented spellings among first grade students, focusing on the conscious thoughts of students as they invented spellings, including strategies and attitudes. The researcher became a participant-observer in a first grade classroom, comprised of 28 students. Based on observations of the writing environment and on interview tasks, and as illustrated by case studies, spelling strategies used by the children included: (1) spelling by analogy; (2) remembering one's own spelling of a word; (3) seeing the word spelled elsewhere; (4) knowing a spelling; (5) focusing on a specific spelling of a word segment; (6) sounding out; and (7) using specific letter-sound knowledge. Data indicated that these children became increasingly aware of useful and appropriate strategies. These strategies were whole word-based, word and segment-based, or letter-based. Attitudes and concerns about spelling demonstrated by students included: (1) concern with written form; (2) willingness to accept different spellings; and (3) rethinking original spellings. Insights gained from this study could help classroom teachers in personalizing spelling instruction for children. Word lists are appended. (BGC)