This study explored the conceptual and practical tools 4th grade teachers use to teach writing in an online classroom. Considering the importance of writing proficiency, the continuous growth in online teaching, and the lack of research in the teaching of elementary writing in an online classroom, this study was both timely and necessary. Participants included three 4th grade teachers in one virtual school. Data were collected over the course of a school year and were organized into three cycles which included pre observation interviews, observations, and post-observation interviews. Data were analyzed using the constant comparative method, which resulted in within case and cross-case findings. Findings suggest that although the 4th grade teachers used many conceptual and practical tools to teach elementary writing, the use of these common brick and mortar tools were not fully realized in the online setting. Further, the use of these tools to teach writing in a technology-rich setting did not lead to the use of technology in transformative ways. These findings resulted from the weighted influence of actors in the online classroom such as class sizes, time, and standardized tests, internal actors such as the teachers' understandings of technology and writing, and a lack of teacher education. Implications from this study include attention to the influence of activity system actors, mitigating the effects of standardized testing through policy, the prioritization of teacher education focused on teaching writing through technology, and the creation of curriculum and software that meets the needs of online 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.]