Modern writing research shows that revision is a central aspect of text composition, making the ability to revise essential for the success of the writing process and its product. Accordingly, revising texts should be a central focus of German language instruction from the very beginning, which, however, does not align with the very open guidelines of school curricula or the reality of classroom practice. The cause of this dilemma may be the lack of reliable insights into the development of revision behavior and revision skills among elementary school students. This pilot study addresses this issue by collecting data over a two-year period through qualitative and quantitative methods to explore the following questions: At which levels do young writers revise texts? What revision procedures or action types do they apply? What are the key identifiable revision intentions? How successful are the revisions? Is there a measurable or traceable development in revision behavior or revision competence from the third to the fourth grade? Can such development be supported through regularly recurring instructional units focused on text revision?.