On their way to a state English board meeting, Susan Kelly, a curriculum director, and Louisa Kramer-Vida, a university professor, used their travel time as an opportunity to converse about pedagogy (McAdamis 2010). Specifically, they reflected about enhancing K-12 writing in a suburban, middle class school district. "We need to introduce a writing process approach to kindergarten teachers who currently are not teaching writing that way. Despite the current budget situation, we need to change their culture," said Susan. "Yes, the place to start is kindergarten," said Louisa. "It doesn't matter what the product is as long as the teachers are able to help the children see themselves as writers. This attitude will stay with them throughout their school years and beyond." Susan agreed, and a partnership to change writing methodology began. To initiate a defined writing process approach (prewriting, drafting, conferencing, revising, editing, and publishing), Louisa and Susan wanted to follow an established change process. Partnering with Roberta Levitt, another professor, these educators used Fullan's (2001; 2009) theory, which includes three broad phases: (1) initiation; (2) implementation; and (3) continuation. Roberta, Louisa, Susan, and the kindergarten teachers are pleased that the culture has changed and the writing workshop approach has successfully begun to take root in this suburban district. They are confident that as the students mature, the attitudes, skills, and strategies they acquired in kindergarten writing workshop will act as building blocks for them. Continued development of the writing skills introduced in kindergarten should impact students' daily written communication as they advance through the grades. The goal is for these students to enjoy writing and to become lifelong writers who easily will express their academic and nonacademic views and beliefs. (Contains 7 figures.)