The mixed methods study examined effects of evidence-based minilessons on student attitudes and achievement in writing. Researched literature concluded there is a decline of writing in the United States that mostly begins near fourth grade and continues through high school and college. Factors contributing to this gap included: lack of teacher accountability; lack of writing instruction time; poor teacher and student attitudes about writing; lack of evidence-based practices; and lack of professional development both pre-service and in-service. The focus of this study was on evidence-based minilessons and their effects on student attitudes and achievement in writing. A nationally normed survey among 1,500 students was given to fifteen third grade students to establish a baseline of their attitudes about writing and an assessment was given to set a baseline of their knowledge on the writing process. Students were then taught six weeks of minilesson instruction with the evidence-based Pathways to Writing Program. The same students were given a post-survey identical to the baseline survey along with a post-unit assessment to determine growth on the writing process. Qualitative data were also collected from student comments observed during the minilessons. An analysis of the pre- and post-data determined there was significant improvement in both attitude scores and achievement scores after evidence-based minilessons in writing were taught. Qualitative data indicated the students were more positive than negative about the minilessons. Further research is suggested on other factors discovered in this study that could contribute to a decline in writing attitudes or writing achievement. [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.]