A survey was conducted to measure attitudes toward writing and toward methods of teaching writing to discover whether or not there were measurable differences between traditional college-aged students and older students and to consider what instructional implications such differences might have. Respondents included 137 students between 18 and 24 years of age and 45 students between 25 and 50 years of age. The two groups responded similarly to seven of the eleven areas covered by the instrument. Both groups indicated that they placed a high value on a college degree, both mildly agreed that they wrote well, most respondents believed that writing skills would prove useful to them, both groups did not consider their own experiences as adequate to write about, and both groups valued peer criticism. Differences between the groups were that older students indicated they spent more time outside of class revising work and preparing for class and they wanted more direction, guidance, or limitations concerning assignments. (MKM)