This study examines the impact of the Pennsylvania writing assessment policy on writing instruction and teaching methodology. Drawing on self-reported teacher perceptions and classroom practices, the study also attempts to identify the factors that influence teacher beliefs and their use of materials and processes related to the state writing assessment. The field-tested survey, which contained 60 items, was completed by 168 teachers from 20 schools, 56.9% of whom taught elementary school. The initial study examines the effects of 16 factors on classroom practices and teaching methodology, but this analysis focuses on three key factors: teaching responsibility, holistic training, and Pennsylvania System of School Assessment scores at or above the band of similar schools. Teacher responses to the survey indicate that they are providing students with frequent writing experiences and opportunities. The state assessment seems to have motivated teachers to present these experiences. Teachers also appear to recognize the value of holistic scoring and the characteristics of effective writing as presented in the Pennsylvania Holistic Scoring Guide. However, it was evident that even though many teachers agreed with the beliefs and values of holistic scoring and the characteristics of effective writing, they were reluctant to use the state rubric, descriptors, and writing samples as the basis for classroom instruction. This finding may suggest: a weakness exists in the supporting materials provided by the state, teachers are developing their own rubrics and samples, or that teachers are clinging to traditional methods and not adopting a progressive approach to writing instruction. (Contains 4 tables and 39 references.) (SLD)