There is scarce nationwide evidence of the impact of instruction on student achievement in the area of writing (Coker et al., 2018; Persky et al., 2003; National Assessment of Educational Progress, 2002). Standardized writing assessment has shifted to text-dependent analysis, which requires students to read and analyze a passage and then compose an essay in response to a text-dependent prompt. This type of writing requires students to understand how and why authors make decisions and then support a claim with analysis. This multiple-case, action research study followed three elementary teachers as they reflected on a journey resulting in transformation of the literacy spaces within their classrooms from traditional, teacher-centered literacy spaces to student-centered contextualized. This study attempted to understand how the relationship between teacher efficacy in writing instruction and student efficacy as writers transformed literacy spaces for students and teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]