A study was conducted to test the impact of three summer writing workshops at one National Writing Project site on the participants' attitudes toward and approaches to teaching composition. Seventy-nine elementary school through college writing teachers who had participated in one of the three workshops were administered a pretest approximately one month prior to attending the workshop and a posttest on the final day of the workshop. The two parts of the test were based on descriptions of two hypothetical English teachers with differing philosophical positions about teaching composition. One teacher tended to emphasize the structure of discourse and its rhetorical characteristics, while the other tended to emphasize the process of composing. Subjects' scores were based on how closely their attitude and approach to teaching composition resembled those of one of the hypothetical teachers. Based on participant feedback, changes were incorporated into the workshops for the second and third summers. Variables in the analysis included workshop year, and pretest or posttest time. The results indicated that under certain conditions workshop participants did significantly and positively change their attitudes toward teaching writing as a process, and that the likelihood for change was increased by modifying the workshop methodology. (HTH)