Implementation of a new program is a complex process of putting ideas into action. Program implementation can be characterized through the identification of interrelated factors which determine the success or failure of implementation of an innovation. Writing as a process has been perceived as a successful teaching methodology for many years, but a number of factors impact on the implementation of writing as a process and determine whether or not it will receive safe passage into the classroom. A comparative case study investigated the process of implementation by examining the factors which helped or hindered the implementation of writing as a process. The implementation of the process writing methodology was undertaken by eight teachers of secondary English who attended writing workshops. The subjects were then divided into two groups, one considered to have successfully implemented the program, the other not successful. Data were collected through interviews and questionnaires. The factors identified as influencing the implementation processes were: (1) district support; (2) perceived need; (3) beliefs; (4) teacher knowledge; (5) teacher interaction; and (6) ongoing inservice. District support was concluded to be the major factor distinguishing the successful implementers from the non-successful ones. All of these interrelated factors affected implementation of writing as a process through their interaction in intricate systems of circumstances and characteristics. (Forty-six references are attached; various documents used for the research are appended.) (HB)