A study examined questions concerning: (1) how writing was taught and integrated with other learning activities in the Apple Classroom of Tomorrow (ACOT) environment; (2) students' experiences with and attitudes toward word-processing; (3) teachers' experiences and attitudes; and (4) the influences of the computer-based activities on writing improvement. Subjects were 55 sixth-grade minority students. The research design was quasi-experimental and descriptive, involving analyses of quantitative and qualitative data obtained from teacher and student interviews, classroom observations, student and tutor surveys, and student writing samples. Results indicated a significant advantage for the ACOT group on both writing samples. Tutors felt that the electronic Bulletin Board System (BBS) had strong potential for facilitating writing skills development, but that the present program was limited by: restrictive writing features of the BBS, lack of structure in the writing activities, and the difficulty of accessing and communicating over the BBS. Teacher interviews and classroom observations revealed similar practices in the ACOT and control classes, except that ACOT students did nearly all their school and home writing assignments on the computer. The ACOT teachers strongly felt that students were more receptive to writing on the word processor and were helped by it. (MG)