Thirteen classroom teachers took a graduate course, "Writing with Computers: Teaching the Academically Able," during an intensive 3-week session. The teachers were all seeking certification and/or masters degrees in gifted education. Only seven of them had used computers in their classrooms and most of the seven stressed that they did not use them for teaching. Furthermore, most lacked confidence both as writers and as teachers of writing. They maintained daily writing process logs, and after only a few days, most were comfortable with the word processing program. Each teacher completed an individual project, and many planned ways to use word processing and computers in other aspects of their professional lives. Six months later, eleven of the teachers responded to a follow-up questionnaire, which indicated that eight were teaching writing more than they had before the course, many were using an expanded repertoire of writing activities, and a few were even conducting computer-use workshops for their colleagues. Most of the teachers had incorporated word processing into their own writing with half of them using it to teach writing, although lack of software and hardware, funding, and computer-to-student ratios were identified as common problems. (AEW)