The purpose of this study was to build on recent survey research on writing instruction to examine both the types and extent of teachers' preparation to teach writing and what teachers' writing instruction currently looks like, including the evidence-based practices teachers use, the amount of time spent teaching writing, and the types of writing teachers assign. Another purpose of this study was to determine the association between teacher preparation to teach writing--specifically examining stand-alone writing methods courses--and teachers' use of evidence-based practices, time spent teaching writing, types of writing assigned, attitude toward writing, and self-efficacy for teaching writing. Finally, using standard multiple regression, this study also sought to examine which factors predict teachers' use of evidence-based practices for teaching writing. Overall, elementary and secondary participants felt underprepared to teach writing--especially when compared with their preparation to teach reading and literature. Overwhelmingly, participants reported spending little time teaching writing or having their students write during class time. While teachers reported using a wide array of evidence-based practices as well as assigning many different types of writing, they did so infrequently. Elementary and secondary teachers with more preservice and inservice preparation reported using evidence-based practices more frequently than teachers who did not have any preservice preparation. This was also true of the frequency with which teachers differentiated instruction, taught different types of writing, and the time teachers spent on writing instruction. Additionally, teachers with more preservice and inservice preparation also reported more positive attitudes toward writing and higher teacher efficacy for teaching writing. With this being said, the results are nuanced and inconsistent across practices, types of writing, and levels of preparation. Finally, while the regression analyses were significant for both elementary and secondary teachers across all sets of evidence-based practices, the amount of variance the models accounted for was small, and varied based on set of practices and elementary and secondary teachers. The small amount of variance accounted for indicates that there are many other factors that contribute to teachers' use of evidence-based practices that were not measured in this study. [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.]