The purpose of the current quantitative correlational study was to investigate the relationship the qualifications of special education teachers and their preferred writing instruction method either formulaic or process writing. The study investigated the relationship between professional development in writing instruction, years of experience, education level, and the preferred instructional writing strategy used in the classroom. The population for this study was comprised of special education teachers in the Southern California counties of San Diego, Riverside, and San Bernardino. The sample population consisted of 625 K-12 special education teachers. A statistically significant positive relationship was found between a special education teacher's level of professional development and the writing method he or she prefers. Results from the simple logistic regression analysis indicated that the odds that a special education teacher prefers the process instructional strategy is 3.0 times greater for those with professional development in writing instruction, compared to those without professional development. Findings from the study indicated that there was not a statistically significant relationship between a special education teacher's years of experience and preferred instructional strategy or between a special education teacher's education level and the preferred instructional strategy. From the findings of the quantitative study, educational leaders can make instructional and curriculum decisions on writing methodology for special education students as well as decisions on professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]