The purpose of this study was to describe what three first grade teachers and their students in a Midwestern school learned when engaged in the writing process. The teachers and their students were observed for one year while engaged in the writing process via a workshop environment. Different data sources were collected over time, i.e., individual interviews (teacher and student), student writing samples and anecdotal observational notes. From an analysis of the data, three categories emerged that described what the teachers and students learned: (a) First grade children can and do want to write; (b) Learning is a messy process that takes time; and (c) Empowerment is important for all. This study supported what is known about the importance of professional development that allows for individual learning over time. The teachers had time to reflect on their learning in a collaborative teaching environment. Their successes greatly affected the students' interest and engagement in their writing programs.