Observing the teaching of revision from the teacher's perspective, a study conducted case studies of three eighth grade language arts teachers who taught writing by a process approach, but who used different instructional techniques, comparing what each teacher believed and said about the revision stage with how she actually taught the process. The study used a qualitative research design, with data from in-depth teacher interviews and classroom observations supplemented by tapes of all conversations, observations and interviews, work written by students, and work sheets and other materials handed out by the teachers. The teachers observed were all from suburban school districts near a large midwestern city, and were recommended by writing professors who had conducted workshops in the teachers' school districts and by curriculum directors who had worked with teachers interested in writing instruction. Classroom observations were conducted on the average of four days a week, from October to the end of March. Findings indicated that teachers could be successful in teaching revision if they use available techniques, which can be reinforced by individual conferences, group sharing, team editing, and peer conferences. Findings also suggested that teacher attitudes and classroom roles had a great deal to do with how writing is taught and learned. (Two figures, five appendixes--including interview questions, teacher handouts, and other collected data--and 70 references are attached.) (MM)