Research suggests that current teachers' writing instruction does not prepare students for the demands of college and career writing, a problem that has persisted for decades. The purpose of this survey study of third- and fifth-grade teachers (N=159) across the U.S. was 1) to determine changes in teachers' frequency teaching writing using a set of 20 previously-researched effective instructional practices and 2) to investigate whether other writing indicators (confidence teaching writing, experience as writers, and perceived proficiency as writers) predict teachers' writing instruction. Results revealed teachers' confidence teaching writing using all of the instructional practices varied; the frequency that teachers reported using several of the instructional practices monthly and yearly was greater than prior research, while teachers' more frequent use of the instructional practices (weekly and daily) was less frequent than prior research; most teachers' experiences as writers using the set of instructional practices was as K-12 students; and teachers' perceived proficiency as writers using the set of instructional practices was a predictor and correlated with teachers' confidence and frequency teaching writing using the set of instructional practices. These findings have implications for teacher educators, administrators, teachers, and researchers as it relates to teachers' preparation to teach writing in all phases of their lives as writers and teachers of writing. Results support that teachers will benefit from experiences writing and in learning how to teach writing in all timeframes included in the survey (as K-12, undergraduate, and graduate students, and during inservice teacher education). [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]