This study of four case studies looks at how secondary math, music, science, and social studies teachers' attitudes and classroom practices were affected by their participation in the Central Utah Writing Project (CUWP) summer institute. Participant interviews, observations, and artifacts were analyzed by looking at themes for effective professional development: a participant's personal interpretation of the experience (phenomenon), construction of one's own learning, active learning/participation in the professional development, the inclusion of authentic tasks, collaborative support community, inclusion of prior knowledge and/or experience, self-efficacy regarding one's own writing and the teaching of writing, motivation as a teacher, motivation as a student, scaffolded modeling, teacher expertise in professional development, and the use of writing in the content area. Results point toward favorable outcomes in all cases but with mixed results because each individual interpreted his or her own experience and constructed learning for his or her own situation (content area and classroom practices). These positive results suggest that the CUWP summer institute or a similar training is beneficial to participants of all content areas. [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.]