Three hypotheses were proposed for the study: 1) NA students will experience moderate writing anxiety upon entering the program, 2) without any intervention, the writing anxiety for NA students will not change significantly during the course, and 3) education and writing training will significantly improve NA students' anxiety scores. A random sample of 127 students was selected. Findings were that NA students are not particularly anxious writers, their anxiety decreased slightly during the course, and writing training courses had a significantly positive effect. NA students tend to be education-conscious, high achievers and upwardly mobile, and their initial anxiety may be attributed to their new environment; nonetheless, targeting writing training courses only toward those who need them can save significant money and resources. 2 tables and 22 references