This longitudinal study examined preschool children’s exposure to writing materials and pedagogical supports. Thirty-four early childhood classrooms in the US participated. A total of 242 children four-yearold children also participated. Detailed observations in the fall and spring of the school year revealed that the majority of teachers provided access to writing tools for children to use during the day (96%), which included a variety of writing implements, paper, and for creating letters. Examinations of teachers’ writing supports revealed few writing interactions in which teachers modeled or scaffolded writing. Little change in writing environments and teacher practice across the preschool year was observed. Teacher behavior was primarily focused on supporting children’s handwriting (54% of interactions during the Fall, 48% of interactions during the Spring) or spelling (37.5% of interactions during the Fall, 36% of interactions during the Spring) skills. Relatively few experiences focused on supporting children’s composing skills (i.e., their ability to communicate; 6.5% of interactions during the Fall, 16% of interactions during the Spring). Data suggest that teachers often set their writing environments early in the school year and do little to provide additional experiences across the year, despite indications of children’s growing writing skills and interest in writing.