This booklet presents a qualitative evaluation of the Simi Star Project, which sought to demonstrate the use of a Writing to Read adaptation that supports a literature-based, whole language, writing process environment within kindergarten and first-grade classrooms. After a description of the questions that the evaluation asked, the booklet describes how the qualitative evaluation was developed. The booklet then presents the two major conclusions of the evaluation: (1) the most successful results occurred in school sites where the desire for the integration of technology in the classroom originated with the classroom teachers and the site administrator sharing their interest; and (2) all students averaged at least two writing levels higher than those in control classrooms. The paper concludes with answers to eight questions frequently asked by superintendents, principals, teachers, and parents. Eight bar graphs of data are included. (RS)