A study was based on a perceived need for creative writing improvement. A creative writing program was administered to three separate schools in two districts over an eight-week time period. The first district was in a middle class community with primarily White students. The other district was in a lower middle class community with primarily Black students. The target group was made up of two first grades and one fourth grade. Evidence of the need for improvement was shown through: a student survey, which showed a lack of interest and poor student attitudes; and teacher reports, indicating that teachers could not devote enough time to creative writing. Students were given a pre- and post-survey. Surveys suggested that there was a need for creative writing strategies and growth in length and fluency. A checklist was used to observe writing behaviors during the eight-week time frame. Solution strategies were adopted from research literature, combined with classroom experience. The two major interventions consisted of an emphasis on creative writing and implementation of a series of creative writing strategies. In addition, daily oral language, brainstorming, shared writing experience, and portfolios were utilized. Post-intervention data indicated an increase in creative writing skills. Students have become more fluent writers, with an increased understanding of creative writing. (Contains 15 references. Appendixes contain the surveys, sample creative writing lessons, creative writing rubrics, and the checklist. (SR)