Writing is a complex activity for young primary school learners, and the pre-writing stage is arguably the most important part of the writing process. Digital multimodal composing during the pre-writing stage can offer opportunities for young primary school learners to generate, organise, and express their ideas. This chapter introduces a reflexive multimodal composing approach (RMC) which combines metacognition with digital multimodal composing activities in a pre-writing lesson. It presents both teachers’ and students’ perspectives on the use of the RMC and its impact on students’ writing. Our findings suggest that RMC can enhance students’ engagement during the pre-writing stage, provide a clear structure for reflecting on their writing process, increase students’ confidence to write, and improve the content of weaker writers’ compositions.