Because of her interest in determining how to persuade other teachers to incorporate process-centered writing in their classrooms, the author applied for and received a teacher-as-researcher grant. Her research was conducted in New York City and nearby suburban schools. Although city schools tended to be shabbier and some teachers were not enthusiastic about changing their approaches to teaching writing, the response was primarily positive. She was especially impressed by the teacher trainer's sensitive, positive responses and to and toward the classroom teachers they observed and helped. However, in spite of the fact that suburban schools were staffed and attended by wealthier people, the prevailing attitude of the teachers toward understanding the writing process was not as receptive as that of their colleagues in the city. As district writing coordinator, the researcher decided to continue teaching junior high school writing class for credibility. Among the conclusions were that the approach to other teachers would have to be as delicate as the approach to students, that "ownership" of the classroom must remain with the teachers, and that regularity of support and follow-through is crucial. In addition, teacher training is a process, not a product. Perhaps most important, it is necessary to learn more about teacher training from teachers themselves. (DF)