The purpose of this study was to use a phenomenological perspective aimed at description analysis to gain a deeper understanding of the writing attitudes and experiences preservice teacher bring to the student teaching semester. A questionnaire was used to gather information about student teachers at a regional university. Based on the responses to this questionnaire, four student teachers were observed and interviewed during and after their student teaching experience to investigate their attitudes about writing and teaching writing. The findings indicate that teacher candidates enter a teacher education preparation program with pre-established ideas about teaching, writing, and teaching writing. Preservice teachers' previous personal experiences with literacy and background knowledge can cause preconceptions about writing and teaching writing that are difficult to change. It is common for teachers to make instructional methods decisions based on their beliefs. This study contributes to the overall understanding of how preservice students view their own writing and teaching writing. Understanding how preservice teachers view writing and the teaching of writing can aid the teacher preparation programs in assisting preservice teachers to make decisions about teaching writing based on best practices and research rather than making decisions based on background knowledge and personal experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]