A survey investigated the attitudes of 52 elementary school teachers of limited-English-proficient (LEP) students concerning their preference for product- or process-oriented writing strategies for this population. The teachers were administered a questionnaire on which they indicated preference, on a four-point scale, for 28 product- and process-oriented writing strategies identified as most commonly used by English-monolingual and bilingual students during the composing process. Results indicate the teachers perceived the process-oriented strategies as most important for teaching LEP students, in contrast to earlier studies that suggest process-oriented writing strategies are little used in the English-as-a-Second-Language classroom. In addition, years of teaching experience had little effect on preference for process-oriented vs. product-oriented strategies. (Author/MSE)