The purpose of this study was to explore how one skilled Spanish-As-a-Foreign-Lan-guage (SFL) student in a third-year level class performed reading-to-write tasks. Case study research methodology was used to investigate the processes of reading-to-write within an academic foreign language (FL) setting. The subject of the study was a skilled Advanced-Level SFL student from a composition class in a large southeastern university. She did one reading-to-write task as part of her class assignment which was analyzed in the study. Data were collected using stimulated-recall interviews. The subject kept reading and writing logs to help her stimulate recall of the processes she used. Results led to the design of a preliminary identification of the reading-to-write process that has important consequences for future research and implications for teaching.