This study proposed to identify teachers' questions and concerns in helping children write creatively in the intermediate grades of six elementary schools in Plainedge, N.Y.; to assess the extent of teacher interest in these questions and concerns for treatment in a teachers' guide; to write such a guide and test its adequacy for meeting teachers' problems and needs. Over 5 years' time, 50 teacher questions and concerns were collected, edited, and arranged in six categories (e.g., the cultivation of a climate conducive to children's creative efforts, and resources for encouraging children's writings). They were examined by 15 classroom teachers, revised to include 17 additional questions, and incorporated into an instrument for assessing the extent of teacher interest in having the items treated in a guide. The instrument was then submitted to 61 classroom teachers of fourth, fifth, and sixth grades who decided that all the questions and concerns were of sufficient interest by means of weighted scores based on a rating scale ranging from "of major interest" to "of no interest." The guide emerging from these findings discussed all of the questions and concerns, and its adequacy was tested and approved by a sampling of teacher responses and its use in the classrooms. (Author/DD)