Realizing that many preservice elementary teachers experience writing apprehension which may affect their role as writing instructors, this semester-long study was undertaken in order (1) to provide preservice teachers with an appropriate role model of a teacher who gives positive feedback and improves students' concepts of themselves as writers; and (2) train preservice teachers with the skills necessary to be this kind of writing teacher. Seventeen language arts students seeking certification as elementary school teachers were given the Daly-Miller Writing Apprehension Scale at the beginning of the semester. Throughout the semester the students became actively involved in process writing. The instruction was patterned after the training model outlined in "The Writing Project," by H. Daniels and S. Zemelman, which encourages participants to think of writing as a holistic process and involves participants in an intensive series of thinking and rethinking, prewriting and rewriting exercises. At the end of the semester, five students who showed high apprehension on the Daly-Miller Writing Apprehension Scale at the beginning of the semseter responded positively, in written responses, to the training. Findings showed that the teacher education students learned to enjoy writing and felt that they could now be effective teachers of writing in elementary school. (NH)