We used the POW + TREE strategy within the self-regulated strategy development (SRSD) framework to teach six 6th graders with learning disabilities to write argumentative essays. A special education teacher implemented the intervention with high fidelity 5 days a week for 40 min each day. Students were grouped within three groups based on their level of intervention need. Our intervention ranged from 12-25 total days. A single-subject multiple-probe design was replicated across all groups to analyze the effects of SRSD. We collected data on the number of argumentative writing components and the overall quality of each response using rubrics to analyze components. Results indicate a functional relation between implementation of POW + TREE and the number of argumentative and quality components included in writing probes. Additionally, participants indicated a high degree of satisfaction of the intervention.