The literature review in this dissertation examined what writing intervention strategies have been implemented with high school students in special education, with what measures, and with what found outcomes. The study following the literature review surveyed and interviewed high school special education teachers to determine what practices the participants use to teach writing, how the participants perceive the writing abilities of their students, and what challenges the participants experience when instructing students in writing and implementing writing interventions. Results from the study indicated three main findings. First, participants used a variety of tools and assignments to instruct students in writing but were largely unfamiliar with writing interventions. None of them used writing interventions. Second, teachers generally noted that students had good ideas in their writing. However, they also noted that their writing lacked organization without the use of prewriting techniques. Third, the participants indicated that the most difficult part of teaching writing was the need to learn how to teach writing on their own since they did not receive much, if any, instruction on it during their programs in college or in professional development. Following a discussion about the results, I describe implications for practice and future directions for research. [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.]