Writing is an important content area that pervades all subject areas and is required for post-school success, yet many students with autism spectrum disorders (ASD) often struggle in written expression. In this article we discuss the characteristics of students with ASD that make writing difficult, and the strengths, such as the use of technology, that can help support writing development. We then report findings of a pilot study that utilized First Author® software to improve the writing of secondary students with ASD. Research questions explored whether students would improve the quality and quantity of their writing products after receiving instruction in writing using the First Author® software, and whether the intervention would have social validity with the classroom teacher. Preliminary findings were mixed, indicating that students showed some improvements in writing quality and quantity when being taught using First Author®. Implications for teachers and practitioners discussed.