The writers' workshop approach was used in this study to examine the relationship between preschool children's literacy growth and traditional writing instruction. As well, the student group looked at the students' conception of learning before and after the two (2) groups' executions. The research employed a simultaneous three-way approach to collect quantitative and qualitative evidence in order to cross-validate and confirm the findings. The t-test was used to evaluate individual literacy ratings. Interviews were also used to collect and analyze data. In this analysis, the literacy rates of the two (2) studied classes did not differ significantly. Students in both classes considered themselves to be "good" writers, according to interviews. Through the challenge educators face to find new and creative ways to reach students, this study has the potential to generate social change. As a result of this study, educators will be able to differentiate between children and scaffold their learning so that everyone can learn at their own rate.