This mixed methods study explored the influence of an interactive writing intervention on preschoolers' skills of emergent literacy, as well as teacher perceptions of the intervention. Before the intervention assessment scores were collected on the subscales of letter name identification, letter sound identification, onset-rime blending, and knowledge of concepts of print. Two classrooms were assigned to a control group and two classrooms were assigned to the treatment group. Following a six-week intervention, assessment scores were gathered again on all four measures for comparison using independent samples analysis. Interview data, analytic memos, and observation notes were collected, and analyzed using evaluation codes to gather teacher perceptions of the intervention. Findings suggest the intervention had a positive influence on student assessment outcomes in the treatment group, and a positive influence on teacher perceptions of interactive writing in preschool. [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.]