A study was conducted to determine whether or not training in teaching writing with a process approach might change teacher attitudes toward language in a direction more consistent with linguists' recognition of the dependence of language on its appropriateness to the writer's purpose. Subjects were 79 writing teachers, elementary through college, participating in one of three writing process workshops that followed the format established by the Bay Area Writing Project. Subjects were given a pretest one month prior to the workshop and a posttest on its final day. "Language Inquiry," an inventory of attitudes toward language, was selected to assess the attitudes of the participants. In developing this instrument, the author used the judgments of ten linguists to rate the appropriate response for each item. The linguists' ratings were the standard against which respondents' answers were measured. The results of the study indicated that the subjects did change their attitudes toward language to be more congruent with those of linguists, but only modestly. After completing the workshop, the writing teachers were still much less usage-dependent and descriptive in attitudes than are linguists. The results did not support the assumption that elementary and middle school teachers were more apt to change their attitudes toward language than secondary and postsecondary teachers, since there were no significant differences between groups. (HTH)