Learning to write is an arduous undertaking for every student; for deaf and hard of hearing students, it can be particularly difficult. Too often, they arrive in school with minimal literacy skills, experience subsequent difficulties in writing standard English, and, unfortunately, still graduate with reading levels below those of their hearing peers. After teaching Writing Workshop and English courses to deaf and hard of hearing students for 25 years, the author decided to focus her doctoral dissertation on the shared characteristics of writing programs. She did a qualitative study, used summative evaluations, and collected data from three kindergarten through grade six programs. A review of the literature in general education and deaf education, federal initiatives in promoting student writing, program evaluation, and leadership characteristics led to the formation of a conceptual base for her research. Findings from her study are presented, as well as practice recommendations for administrators and educators. The implementation of these recommendations will address promoting writing literacy in a school community regardless of educational placement or communication methods. (Contains 10 resources.)