A survey assessed teachers' understandings and beliefs about process writing, their instructional decisions for teaching writing, and the training and support for teaching process writing in their classrooms. A 19-item interview schedule was administered to 66 teachers from urban, suburban, and rural schools in upstate New York. Results indicated that the teachers understood writing to be a communication act. Although they used process writing as the basis for their teaching, many implemented and discussed it as a skills rather than a process approach. Instructional decisions appeared to reflect their thinking and beliefs about process writing. Teachers appeared to be at a skills implementation level in their understanding of process writing. (Three figures of data are included.) (MG)