A study investigated links between writing apprehension, preferred writing processes, and academic achievement in 28 adult learners of English as a Second Language (ESL). One group was of varying language background in an intensive intermediate ESL class and the other consisted of francophone Canadians in an evening intermediate ESL writing class at a junior college. Students were tested and categorized as high and low achievers in their writing classes. Based on scores on a writing apprehension questionnaire, the students were also classified as having high or low writing apprehension. Results indicate that high achievers had lower apprehension scores, as anticipated. It was also found that: (1) high and low achievers were more concerned about form than content; (2) low achievers were more concerned about form than were high achievers; (3) high and low apprehensive writers were more concerned about form than content; and (4) low apprehensive students were more concerned about form than were high apprehensive students. High apprehension also correlated with unwillingness to take more writing classes. However, students with high concern about form appeared to see the need to write. Females were more apprehensive than males. An 18-item bibliography, the writing apprehension questionnaire, and criteria for writing skills classification are appended. (MSE)