The current body of literature suggests an interactive relationship between several of the process standards advocated by National Council of Teachers of Mathematics. Verbal and written mathematical communication has often been described as an alternative to typical mathematical representations (e.g., charts and graphs). Therefore, the relationship between these two processes has been characterized as interchangeable. The current study examined mathematics preservice teachers' elicitation of the process standards from high school students during a letter-writing project. Correlational analysis illustrated two sets of relationships: one between communication, problem solving, and reasoning and proof; and a weaker, parallel relationship between representation, problem solving, and reasoning and proof. Additionally, it was found that written communication and representation were elicited in isolation of each other significantly more often than in conjunction, supporting claims of the literature. Implications of these findings and suggestions of future research are described. (Contains 2 tables and 2 figures.)