This qualitative case study conducted in a first grade classroom examined the influence of the social interactions that occur during the Author’s Chair (an element of a Writer’s Workshop instructional framework) on a teacher’s instructional decisions and students’ writing. Qualitative methods were used to collect and examine data. Constant comparative methodology was used to analyze data across data types. Findings were organized into three themes: 1) Student exerted choice and agency during Author’s Chair, 2) Feedback, and 3) Influences of Author’s Chair. The teacher’s attempt to implement a Writer’s Workshop instructional framework within a structured scripted literacy program was problematic since the two ways of teaching writing are fundamentally opposed.