A study examined how teachers change as they implement a process writing approach. Four questions provided the framework for the study: (1) How do teachers' perceptions of themselves as writers influence their writing instruction? (2) How do teachers at different grade levels implement process writing instruction? (3) What institutional and contextual factors limit and/or encourage the implementation of a process writing instruction? and (4) How do teachers change in attitude, behavior, and teaching approaches as a result of using this innovation? Subjects, four elementary grade teachers in rural northeastern Ohio schools, were chosen from participants in a summer workshop on the process approach who had been nominated by their principals as outstanding writing teachers. Subjects were observed in their classrooms, and they completed workshop documents, questionnaires, and reflective logs during the 8-week duration of the study. Results indicated that teachers' individual ways of approaching a writing task influence how they instruct students to approach such tasks, and those aspects of the process which are easier to implement receive the most attention. Results also indicated that teacher control over the process tends to be substantial, with teachers providing most of the ideas for writing assignments and that teachers implementing this innovation do so with a fair amount of administrative support but with little support from colleagues. (Five figures and three tables are included; and the questionnaire, interviewing instruments, transcripts, observation field notes, sample reflective logs, and student work samples are appended. Fifteen pages of references are supplied.) (RS)