In an attempt to combat the problem of poor writing and problem-solving skills among technical program graduates, Mohawk College of Applied Arts and Technology in Ontario, Canada began implementing changes in its Computer Studies curriculum. The first change was a greater focus on improving students' writing skills. Writing assignments were developed to be relevant to students' chosen field of study and future career, and were evaluated by both faculty and students. Another important change to the Computer Studies program was to augment the content-driven technical courses with the teaching of actual problem-solving skills. A model was developed for incorporating problem-solving strategies into the computer programming curriculum through a three-step process. The students: (1) define the nature of a programming problem in their own terms; (2) reformulate a problem and its proposed solution through a clear and unambiguous sequence of steps; and (3) translate the solution into a language (or "program code") which can be fed to the computer for action. This three-step model has been used in courses in Programming Methodology, Interactive Programming, and Computer Hardware Organization and Function. An appendix provides sample writing, problem-solving, and lab assignments for use in the computer studies classroom. (JMC)