The purpose of this study was to determine the extent in which the Analytical Writing Program (AWP), an objective teaching and learning model for academic writing within a secondary school, influences the perceptions, attitudes, opinions, and behaviors of teachers and students in the teaching and learning of academic writing. Quantitative data was gathered using cross-sectional survey design research. Two survey instruments were developed to statistically measure the frequency in which teachers and students demonstrate favorable attitudes and favorable behaviors when using the AWP in the teaching and learning of academic writing. The results of the study conclude that teachers of AWP writing (n = 36) agree/strongly agree that the AWP favorably impacts: (a) instructional pedagogy and instructional practices in the teaching and learning of academic writing (83.37%), (b) teacher-teacher alignment (89.33%), and (c) teacher-student alignment (92.85%). Students in the study ( n = 475) also agree/strongly agree that the AWP favorably impacts: (a) classroom learning for academic writing (64.16%), (b) student-teacher alignment (67.6%), and (c) student-student alignment (63.66%). Additionally, both teachers of AWP writing (81.02%) and students (69.86%) favorably agree/strongly agree that the AWP's program format and program resources are useful and appropriate for the teaching and learning of academic writing. The findings indicate that the transparency of the AWP objectifies the characteristics of effective writing criteria for academic writing for both teachers and students, leading to the improvement in the teaching and learning of writing within a secondary learning environment.