This qualitative study investigates the emergent writing abilities of indigenous children enrolled in public kindergarten. Data were collected through observations, portfolio assessments of the children’s writing samples, and interviews. The findings reveal: 1) Developing emergent literacy skills in both reading and writing is critical for indigenous children. 2) Children’s mock writing represents an important discovery, serving as a scaffold for conventional writing. Mock writing their own names often constitutes the first meaningful mock writing experience. Two developmental levels were identified—primary mock writing focused on word shapes, and conscious mock writing when children comprehend the function and significance of the words. 3) Various authentic writing contexts and activities embedded within the curriculum facilitate emergent writing, including morning sign-in routines, thematic projects, writing assignments, spontaneous writing during center time, and composing texts connected to real-life events. Integrating real-life writing enriches the experiences for indigenous children. 4) Rules of writing become established through contextual practice and expectations set by teachers and parents. Despite fewer symbols and prints in their home environments, indigenous children actively learn given proper scaffolding tailored to their background experiences. Emergent writing is an individualized process. This study offers insights on promoting emergent writing for indigenous children through purposeful instructional contexts, scaffolding techniques, and incorporating authentic writing activities connected to real-life experiences.