A case study focused on teachers' professional networks and how these influence the students' acquisition of literacy skills, particularly writing, at the International High School in New York City, which serves approximately 450 international students with minimal language skills. Observations were taken from three teachers as well as from students, and all took place during the 1996-1997 school year. The school's community, philosophies, and professional organization, and the conceptual design and curriculum components of the school's English language arts program, were examined. Findings suggest that: (1) the international environment places a premium on writing; (2) literacy fuels everything and is at the heart of how activities are constructed and enacted; (3) students are asked to demonstrate content knowledge by applying their ideas through writing assignments; (4) seeking and making connections among the disciplines is highly valued; and (5) collaborative work is essential for both teachers and students. (Contains 5 figures and a table of data.) (EF)