The prevalence of students with autism spectrum disorders (ASD) within school settings is increasing steadily. These students provide unique challenges to educational professionals because they often demonstrate weaknesses across areas that are critical to educational success. Unfortunately, there has been limited research on how to instruct students with ASD on academic skills. Thus, teachers of students with ASD may be shifting their instructional focus toward more academic outcomes without the evidence-based practices to achieve them. One academic area that is critical to school performance for all learners, including those with ASD, is written expression. Despite its value in educational contexts, it has received minimal attention from the research community. The purpose of this article is to summarize the available research on teaching written expression to students with ASD and provide the reader with a framework for developing writing interventions for these unique learners. The author describes a five-step process that is useful in designing writing interventions for students with ASD. (Contains 4 figures.)