The teaching profession historically has resisted new methodologies based on research and thoughtful logic. Teaching in the language arts has maintained this static quality, despite the current calls for reform. Language instruction's resistance to change has historical, managerial, and economic roots. Only a broad‐based, well‐planned reform effort will be successful. The writing process has received a lot of attention and support during recent years. Still, research and journal essays have not resulted in widespread classroom changes. Bridging this gap between theory and practice is the intent of this article. The authors believe that changes must occur in college composition classes, language arts methodology courses, the selection of supervising teachers, inservice programs, and evaluation methods. When progress is realized in these areas, practitioners will have the confidence and support to overcome the powerful agents that resist change.