||The purpose of this study was to determine what writing fluency strategies were being used in the mild to moderate special education classrooms at a local school district. Seeing what fluency strategies that were being used in special education classrooms will help special educators teach writing fluency to their struggling students. This was achieved through multiple data collection using interviews, observations, artifacts from the teachers, and research journal. The first form of data collection was interviewing mild to moderate special education teachers in their classroom setting. The second form of data collection was observations. That took place in the participant's classrooms during the time they teach writing to a group of their students. Finally, I kept a personal research journal that contained personal views and thoughts about the interviews and observations and notes as my study progressed. There were five themes that emerged during the data collection. These are adaptations and modifications, instructional strategies, motivation, district support, and standardized testing. These themes played a supportive role in answering the purpose of my study. District support and standardized testing played larger roles than what I thought was going to be pertinent in my study. Teacher's used what was expected on a state level to really hone in on their teaching strategies and what their student's need to know for standardized testing.