The aim of the presentation is to contribute to knowledge building on how to teach creative writing. The research interest emerged from my own practice as a teacher; how can 9-10-year-olds’ capability to write stories with a coherent, exciting and well-developed plot be enhanced? What must be learned to develop that capability? How can teaching be designed to promote learning? Learning Study was used to answer these questions. Together with a group of teachers, lessons were planned, implemented, evaluated and refined in an iterative process. The focus was on the object of learning and its critical aspects. Based on an analysis of interview data, students’ texts written before and after the lessons, video recordings from the lessons and literature about creative writing, we made assumptions about the critical aspects and then tested them in the classroom setting. In that process new critical aspects were found, while others were refined or abandoned. It was found that, in order to make the object of learning their own, these learners needed to discern the difference between the perspective of self-experiencing the plot and the perspective of a reader and that a plot consists of several problems and solutions.