A case study examined the implementation of a schoolwide writing program established in a California middle school through a district sponsored school improvement program (SIP). Conducted at an urban sprawl southern California school of approximately 900 students in grades seven and eight, the program was directed and implemented by the English department. Staff training was given to the entire faculty, with extra inservice meetings for the three English, social science, and science teachers who implemented the materials developed for their classes. Data were collected through participant observation, examination of student writings, a "Stages of Concern" questionnaire, the written "School Improvement Plan," and examination of student scores on a proficiency test given before and after implementation of the program. Findings showed (1) that departments were interested in collaborating in the program; (2) that materials developed for the teachers were used but they often had to be modified; (3) that other departments showed an interest in implementing writing techniques in their classrooms; (4) that writing proficiency increased after a year of implementation, with 58% of students passing the proficiency exam as opposed to 34% previously; and (5) that English teachers proposed the program be continued another year, with more time for teachers to coach their colleagues in techniques. Some questions emerging from the study concern the responsibility for teaching the research paper, responsibility for setting guidelines, departmental cooperation, and how teachers model writing behavior. (Six tables and 21 references are included.) (JC)