This was an investigation to determine if significant differences exist in the instruction of editing skills for fifth grade students in schools in Pennsylvania whose school scores in editing skills as measured by the Educational Quality Assessment (EQA) are above or below their predicted band. The problem focused specifically on the question: Is there a relationship between good writing process instruction and good editing skills knowledge? EQA data was used to identify schools that had scored consistently above their predicted band in writing skills or below their predicted band in writing skills. Schools were then assigned as matched pairs according to their skill performance and demographics. To assure that demographically similar schools were matched, the scores for four variables were obtained from EQA data. The four variables were community type, parent occupation, parent education, and grade enrollment. A total of eighty schools, or forty matched pairs were used for the study. A survey that had been developed by the researcher and that was based on factors which critics in the area of writing considered to be important in the development of good writing skills was mailed to the schools identified for the study. Teachers in grades one through five in those schools were asked to complete the survey. After the surveys had been returned to the researcher, a school score for each question on the survey was computed providing a mean for each question for each school. These school scores were used to compare the schools in the above-band group with the schools in the below-band group. Since the matched pairs were of schools that were alike demographically but had scored differently on the EQA, t tests were used to compare the means computed from the survey questions. Variables used for analysis were in-service training in the writing process, conferencing, revision, audience awareness, writing Across the curriculum, teacher writing, student choice of topic, integration of reading with writing, and team writing. Analysis of the data showed that there was no significant relationship between writing process techniques and good editing skills scores.