A study was conducted to determine the extent of implementation of the Bay Area Writing Program (BAWP) and how the extent varied for different components of the program or for the elementary versus secondary level. The role of staff development in helping teachers use the program--which emphasizes prewriting, writing, and rewriting phases--was also examined. The study took place within the Department of Defense Dependent Schools (DODDS) system in Europe. Representative teachers from four inservice programs participated, and an interview was conducted with each teacher to determine the extent to which several components of the BAWP had been implemented in the teacher's classroom and the teacher's ideas about what had helped or hindered the process. Each participant's use (1) of the writing process, (2) of peer response groups, and (3) of writing with students was also determined. Another interview obtained qualitative data concerning teachers' beliefs, characteristics, and the organizational factors that influenced the extent and nature of implementation. Differences in implementation by workshop mode were statistically significant for both elementary and secondary teachers. The extent of implementation of the BAWP components was clearly linked to the intensity of the staff development mode. (Twenty references are included.) (AEW)