This project describes a 12-week program developed to improve student spelling of high frequency words for transfer in written work across the curriculum. The targeted population consists of kindergarten, first, and third graders in two public elementary schools in a community located in central Illinois. Following an extensive literature review, analysis of probable cause data revealed that several factors have impacted student spelling of high frequency words in written work. Lack of direct spelling instruction, spelling taught in isolation of other content areas, and the reliance of one form of spelling instruction has caused poor performance of student spelling across the curriculum. A review of solution strategies utilized by educational researchers resulted in the selection of the three categories of intervention: direct teaching of spelling strategies, specific instruction utilizing high frequency words in a multisensory manner, and direct instruction of self-correction techniques. Instruments used for data collection include a pre- and post-test of high frequency writing words, the Richard Gentry Developmental Spelling Inventory, pre- and post-intervention "Am I a Good Speller?" student self-assessment checklist, pre- and post-intervention writing samples, and a teacher survey. Post intervention data indicated an increase in the ability to spell high frequency words conventionally within students' daily writing and progress in the stages of developmental spelling. Appended are: (1) list of high frequency words for pre-test and post-test; (2) high frequency writing word tests for each grade level; (3) Richard Gentry developmental spelling test and score sheet; (4) "Am I a Good Speller?" student self-reflection checklist; and (5) teacher survey. [Master of Arts Action Research Project, Saint Xavier University]