The genre approach to teaching looks at the different types of writing and explicates the structural and language features of these writing within the various contexts. However, even though the aim of genre approach is to enable students to see how the types of writing fulfill different contexts, there is a concern that the prevalent trend is to teach structural and language features devoid of the contexts. This book looks at how the genre approach is carried out in the Singapore classroom and focuses on the practices and perceptions of teachers, firstly, to examine how they deconstruct genres and teach genre writing, and secondly, what their views are regarding this approach. The methodology employed in this study includes lesson observations, post-observation interviews, and surveys. The analysis would be of interest to educators, curriculum designers, and syllabus and material designers.