This study examined the relationship between writing apprehension and academic achievement among undergraduate honors students at the University of Alabama. A total of 75 male honors students completed Daly and Miller's Writing Apprehension Test and self-reported their grade point averages (GPA). The test measured apprehension or anxiety and fear of writing. The overall group mean score was 50, with a range of 29-65, indicating a moderate writing apprehension for the group. Correlational analysis indicated a low to moderate negative correlation between writing apprehension and GPA. The responses indicated moderate levels of apprehension to writing, falling well within the midrange of the instrument, thus providing a perception that these students, who have excelled in the classroom, are capable writers. (Contains 15 references.) (MDM)