In the first year of operation, a high school computer writing lab boosted the percentage of freshman passing state-mandated writing tests from 55% to 77%. Two facilitators were employed in the lab and had five major responsibilities: (1) careful organization of the physical facility; (2) training teachers and students; (3) scheduling classes; (4) writing lessons; and (5) handling public relations. Lessons were designed according to the process approach to writing instruction. All teachers agreed that the primary value of writing on computers was the increase in amount and quality of revisions. Students also improved their attitudes about writing as well as their willingness to revise. (RS)