To explore attitudes having a direct relationship to written composition and mastery learning, 80 undergraduate college students were asked to respond to questions that centered on the issues of criteria for determining when a composition is complete, feelings associated with having to repeat a task, and the idea that one's best effort should be satisfactory performance. Responses indicated that quantity of thought was the major criterion in determining when a composition is complete. However, a mastery approach would require a composition to be expressed in such a way that communication is as important as number of ideas. Undergraduates indicated that they were willing to repeat a task provided they receive constructive feedback prior to the repetitive activity. Students who are expected to rewrite until a level of mastery is achieved must therefore be provided with a support system. Finally, students were divided on whether or not one's best effort should be satisfactory performance, some arguing that no one ever does his or her best. The attitude statements indicate that the initial encounter with mastery learning should be preceded by compensatory arrangements that would reduce stressful conditions. (TJ)