A study determined how exposure to learning writing as process through writing workshops would affect the attitudes of fifth grade students. Subjects had no experience with writing as process. At the outset of the school year, the participants, 23 fifth-grade students in a northeastern New Jersey school, were administered the "Emig-King Writing Attitude Scale for Students" as a pre-survey to determine their preferences, perceptions, and processes of writing. Seven months later, after learning writing as process, a post-survey was given. Results indicated that exposure to learning to write as process increased students' enjoyment of writing, enthusiasm for writing, as well as their willingness to write more often. Students also expanded their awareness of the process stages of writing, and they now view themselves as writers. Recommendations for teachers, researchers, and administrators are offered, including reading about writing as process, sharing research results with students, and attending appropriate workshops and conferences. (Contains 23 references and 2 tables of data. The survey instrument is attached.) (RS)