Despite a wide recognition about the importance of young children's language and literacy environments to later achievement, little is known about teachers' supportive approaches to early writing in preschool classroom contexts and the ways in which these supportive approaches relate to children's writing development. This study examined how teachers support writing in their classrooms and how these supports related to children's expressions of early writing skill. Forty-one preschool and Pre-K teachers in three US states and their students (N = 488) participated. Teachers were observed in their classrooms and instances of writing support were recorded and qualitatively coded and analyzed. Findings indicated that teachers supported children's use of writing, however, the scope and focus of the supportive strategies used were limited. Examinations of teachers' supportive writing practices revealed that teachers were much more likely to focus on children's handwriting and spelling skills, with less attention to composing. Analyses examining associations between teachers' pedagogical practice and children's writing skills indicated that children from classrooms with teachers who supported composing exhibited stronger writing skills. Results are discussed in relation to early childhood curricular and teaching practices as well as to broader policy issues. (author abstract)