The impact of an outreach program modeled after the Berkeley Bay Area Writing Project was studied. Both projects emphasize the role of expert teachers as teacher trainers for the purpose of improving student writing. The University of California at Los Angeles (UCLA) program targets teachers of traditionally underserved students. Data sources included writing samples from 274 junior and senior high school students and questionnaire responses from 333 high school seniors in project schools. Results clearly indicate that students in the classes of teachers who are writing-project fellows (graduates of the summer training institutes) write significantly better than students not in program classes. Results also indicate that the quality of student writing is positively related to the number of project fellows they experience as English teachers. Other variables are even more powerful predictors, such as grade point average (GPA), school socioeconomic index, and school level. Findings related to the effects of the Writing Project on student GPA, postsecondary education plans, college entrance test scores, and attitudes are less clear. Implications for future studies are discussed. (SLD)