This chapter begins by considering historical and current barriers to delivering world-class writing teaching and proposes an action plan to help stakeholders address these systemic issues. The plan includes raising the profile of writing; getting the nation writing; making the nation knowledgeable about writing; raising the profile of children’s writing and increasing policymakers’ understanding of writing and writers. The authors then discuss teachers’ largely negative writing beliefs, writer identities, and lack of confidence in teaching writing. They consider the potential of The National Writing Project, school-based writing groups, increasing teachers’ subject knowledge, and how to share the pedagogical knowledge required to grow whole schools of extraordinary writers. They examine the role of literacy associations and charities in the pursuit of world-class writing teaching. Initial teacher education is also reviewed. The penultimate section considers research-informed continued professional development and how providers need to move towards establishing professional learning communities and long-term CPD support. The importance of promoting teachers as internal specialists and action researchers is also explored. Finally, the authors look forward to a potentially bright future for writing and the development of young writers who write with purpose, precision, pleasure, and power.