This paper describes the use of "buddy journals" to generate enthusiasm for writing, provide writing practice, and build friendships between two classes of middle school students with learning disabilities and cognitive impairments. The buddy journals were introduced to the students as a way to get to know someone better and perhaps make a friend. Journal entries (n=112) made over 16 weeks were examined for content, form, and legibility as well as growth of peer relationships. At the end of the 16-week period, most students felt positive about the journal project. Teachers saw legibility improve in general, but felt that students were not able to write about a range of topics. Recommendations for implementation include: model appropriate entries and monitor journals regularly; note problems with entries and provide direct instruction in needed skills; remind students to consult their list of topics and give them optional topic prompts; occasionally plan time for students to socialize with their buddies; and be careful not to overuse buddy journals. (Contains 12 references.) (JDD)