This study investigates the effects of integrating a camera project with writing on children's writing abilities. Subjects were forty 5-year old kindergartener, 19 in the experimental group and 21 in the control group. The experimental group children integrated their camera work with writing by taking a picture of something and then describing it or explaining it to other children. The control group did their regular writing lessons which did not involve taking photos. A comparison of the writing of both groups demonstrates a significant increase in quantity and quality of writing only in the experimental group. As well, the findings reveal a general significant correlation between quantity and quality of writing. Since these findings suggest that integrating picture taking with writing contributes to children's writing abilities, the broader educational implication of this study is that integrating projects like the camera one with writing is a very useful and creative way to stimulate writing abilities in kindergarten children.