This qualitative case study explored the perceived experiences and outcomes of writing in a hybrid model of instruction in a large suburban high school. In particular, the impact of a hybrid model on the writing process and on future writing performance were examined. In addition, teacher expectation and teacher attitude and their impact upon students were areas that emerged as significant during the study. The study incorporated both student and teacher data to give a full picture of the studied case. This study employed both student and teacher interview, classroom observation, and documentary evidence as its data sources. Data were analyzed through coding of information into emergent themes. Member checking was employed to ensure accuracy of participant responses and data triangulation was achieved through the use of interview, observational, and documentary evidence. Analysis of study data indicated that people currently associated with this hybrid program had positive perceptions regarding its impact on writing and the writing process while those outside the program had negative perceptions. Former students who had exited the program saw it as detrimental to their development as writers. So did their non-hybrid teachers. Issues related to teacher expectation and writing pedagogy also emerged as important factors. [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.]