This study investigates Korean high school teachers’ and students’ perceptions of and attitudes toward English writing through a questionnaire survey. The participants were 83 English teachers from 10 high schools and 217 second-year students from one high school. The questionnaire for the teachers consisted of 34 items, and those for the students consisted of 28 items. The data obtained were analyzed for each group and for a comparison between the two groups. The results show that even though both groups perceive the importance of developing students’ English writing ability positively, systematic writing instruction is rarely provided currently in high school English classes. The comparison of the teachers’ and the students’ responses shows some significant differences in the two groups’ perceptions and attitudes, which may reflect each group’s position as teachers and students. Based on the results, the study concludes that neither the teachers nor the students have positive enough perceptions of and attitudes toward the current teaching/learning of writing and that there exists room for improvement. Some pedagogical suggestions are made for writing instruction in high school English classes.