The purpose of this paper is to define writing apprehension, describe the writing apprehension of 91 secondary preservice teachers of diverse subject areas, in a required content area literacy course, and explain how their writing apprehension was reduced significantly by authoring a "how-to" book. The "how-to" book assignment is explained and examples of preservice teachers' "how-to" book benchmarks, covers, dedications, introductions, as well as back cover photographs and biographies of themselves as authors are included. Results indicate that preservice teachers thought that it mattered whether a teacher had writing apprehension. They believed that writing apprehension had drawbacks such as focusing on the wrong details (such as grammar rather than writing process) or asking students to write less. However, they also thought that writing apprehension could be a possible bridge between teachers and students, if teachers had honest conversations about their past writing experiences, shared their writing with students, and encouraged them to write despite their apprehension. Teacher educators need to assess the writing apprehension of secondary preservice teachers and discuss its ramifications for instruction. (The writing apprehension survey, as well as six photographs of preservice teachers' "how-to" book covers and back covers are included.) One appendix is Writing Apprehension Scale. (Contains 6 figures.)