A practicum was developed to empower pre-service teachers to become more confident in their attempts to motivate and encourage young children to write. Emphasis was placed on the use of holistic philosophies relating to writing, in contrast to more conventional methodologies. Student participants included junior teacher candidates enrolled in primary grade level reading methods courses and senior special education student teachers. Collaboration between course instructors was required. The practicum writer administered pre/post surveys and questionnaires related to familiarity with holistic writing strategies and which enabled students to reflect on attitudes about writing; required students to prepare and teach lessons which incorporate journal writing, invented spelling, book-making, and self-selected activities; created a special needs/instructional adaptation section on lesson plans; observed methods students and special education student teachers in fieldwork; arranged oral presentations for students to partake in cooperative efforts; and prepared a handbook of writing ideas to be used as a course supplement. Results indicated that teacher candidates demonstrated ability to reflect on past attitudes about writing in order to develop changes in classroom practices. Post-surveys/questionnaires revealed a substantial increase in familiarity with holistic writing strategies and an increased awareness of the needs of the exceptional child. Data indicated a positive carry-over of concepts from junior level reading methods courses to senior level student teaching seminars. (One figure of data is included; survey instruments, the lesson plan format, evaluation forms, and a handbook entry form are attached. Contains 83 references.) (Author/RS)