The present study investigated University of Swaziland Bachelor of Education degree (B.Ed) (Primary and secondary) students' conception of the current trends in writing instruction. The extent of their conception of these trends was examined on only four selected writing ideas namely collaborative writing, the process approach to writing, teacher response to students' writing and the sharing and publishing of students' writing. The review of related literature discussed the nature of the four current ideas against the background of the traditional approach to writing instruction. An eight-item questionnaire and follow-up interviews were employed to source data from the thirty two Bachelor of Education students. The study's findings point to a gross lack of understanding of the emerging trends in writing instruction among the B.Ed university of Swaziland students. The study recommends the alignment of University Bachelor of Education courses with changing trends in writing instruction, among other recommendations.