In this case study the second-language (L2) writing process of three pupils in Swedish secondary and upper-secondary school is examined through think-aloud protocols (TAP) and semistructured interviews. During the writing session the pupils can use digital resources like Google Translate (GT), svenska.se and spellcheck in Microsoft Word. A theoretical framework consisting of Kellogg’s (1996) Model of Working Memory in Writing and Pienemann’s (1998) Processability Theory is then applied to these results in order to see which strategies the pupils use while writing. For comparison, a performance analysis of a handwritten text by the same pupils is carried out. The results show that the phonological loop is used to a great extent to aid grammatical coding. The results also confirm earlier research which notes the grammatical coding to be the most affected by writing in L2 (as opposed to L1) and that the idea formulation remains somewhat unaltered. Furthermore switching between planning/monitoring and transformation/execution in a somewhat controlled manner aids the pupils while writing in L2.