Effective writing depends on writers’ social awareness – their understanding of the roles and relationships between the writer and reader. Such audience awareness has gained increasing recognition as a key learning outcome in English curricula in many Anglophone countries. To date much research has focused on how expert and older writers establish and maintain purposeful awareness of others in their writing. This chapter examines how teachers may support primary school writers to develop this hallmark of writing competence, their capacity to involve, engage, and respond to audience in writing. Drawing on interviews with teachers and classroom observation data collected from two primary classrooms, our analysis identifies pedagogic practices where the roles of audiences addressed and invoked were modelled and demonstrated through teacher dialogue and feedback. An understanding of the pivotal role of audience consideration has important implications for the design of effective pedagogic practice that expands students’ potential to inform, entertain, and persuade.