An action research project addressed the problem of inadequate student knowledge of writing strategies and students' negative attitudes toward the writing process. The targeted population consisted of early childhood, first grade, and third grade students in two growing, lower/middle class communities located in the western suburbs of a large midwestern city. The problems of poor writing strategies and negative attitudes were documented through writing skills/writing process checklists, student portfolio evaluations, student surveys, and parent questionnaires. Analysis of the probable cause data revealed that students may exhibit a lack of writing strategies and a negative attitude toward writing due to the absence of an environment that is conducive to writing, a lack of choice when writing, and feelings that the writing process is overwhelming. Student surveys and parent questionnaires suggested that little or no home involvement with the school contributed to this problem. A review of solution strategies suggested by the professional literature, combined with an analysis of the problem settings, resulted in the selection of three major interventions: implementation of writer's workshop, whole group activities to enhance the writing process, and the creation of a safe and predictable environment. Target students showed a positive response to the interventions. (Contains 23 references and 10 figures of data; appendixes contain survey instruments, writing checklist data, student portfolio samples, and student writing samples.) (Author/RS)