A study examined the subtle impact of word processing (used alone) on the way students approach their writing tasks. Nine elementary school teachers were trained in techniques of naturalistic observation and received a kit containing important guidelines for their observational task, daily log sheets, and journal forms. The teachers then observed their students' spontaneous word processing behavior over a six-month period. The three conventional writing stages (planning, composing, and editing and revising) were used as the framework for analysis. Results indicated that to tap the full potential of word processing technology to enhance students' writing skills, several conditions must be met: (1) a teacher must be actively involved in the process both as instructor and facilitator; (2) the word processor should be employed in conjunction with, rather than in place of, other writing tools; (3) teachers and students should have enough access to computers and printers to ensure that the word processor can be fully integrated into writing classes; and (4) teachers need to be supported and facilitated. (Forty-nine references are attached.) (RS)