Research reveals that many teachers express a discomfort about teaching writing; moreover, there is growing evidence that professional learning communities can have a positive impact on teacher learning and performance. The purpose of this qualitative case study was to explore the relationship between teachers' involvement in a professional learning community and their attitudes toward writing instruction. Research questions for this study were designed to uncover how involvement in a professional learning community may have influenced teachers' attitudes and feelings of efficacy toward writing instruction. Using a constructivist approach, qualitative data were gathered through focus groups, interviews, field notes, and classroom observations of six elementary school writing teachers who had been involved in professional learning. Data analysis included the process of classifying and interpreting themes which were described using thick, rich descriptions. The most significant themes to emerge included the following: collaboration with peers, participation in writing workshops, interaction with instructional coaches, and student achievement. Using these themes to plan professional learning activities could help teachers gain efficacy with writing instruction. Moreover, knowing more about how educators develop as writing teachers could, in turn, lead to schools that produce a society of more effective writers. Effective writers may become accomplished citizens with greater employment opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]