The purpose of this explanatory sequential mixed methods study was to explore elementary students' (N = 263) salient experiences with writing and the ways in which their perceptions of teacher writing instructional enthusiasm relate to writing success. In the quantitative phase, we examined how student perceptions of teacher and peer enthusiasm for writing and student writing attitudes relate to observed student writing self-regulation and school-reported writing grades using structural equation modeling. Quantitative findings revealed that student writing attitudes partially mediated the relationship between perceived teacher and peer enthusiasm for writing and writing self-regulation and writing grades. In the qualitative follow-up phase, we explored written responses of students with either high or low writing attitudes to understand aspects of the writing classroom ecology that potentially contribute to students' affective response to writing. Qualitative data revealed the range of student experiences with writing. Collectively, these complementary findings illustrate the influential role writing perceptions can play in elementary student writing self-regulation and performance.