This action research project involved the implementation of a program designed to improve student motivation to write through the use of children's literature. The targeted populations were students in one kindergarten class and one third grade ELL [English Language Learners] class in two elementary schools. Both schools were located in a mid-western community. The problem of lack of student motivation to write was documented through teacher observation checklists, student surveys and student writing samples. Analysis of probable cause data revealed students' poor self-confidence in writing, perceived lack of purpose for writing and little social context to share student work as contributing to poor motivation to write. After reviewing professional literature and evaluating the classroom writing tasks, the teacher researchers developed a list of possible solutions: utilizing children's literature to provide background knowledge and meaning to writing assignments, building self-confidence through journaling, and providing opportunities for students to share their with peers. The teacher-researchers designed a series of lesson plans to foster a motivation to write. Overall, presenting students with children's literature, as a way to create meaningful writing assignments and providing opportunities to share, fostered student motivation to write. The conclusion of this intervention resulted in students who gained confidence in their ideas and beliefs through the sharing of meaningful writing. However, although students gained confidence in writing the quality of their writing was dependent on their academic ability. Five appendixes are included: (1) Student Pre Intervention Survey; (2) Teacher Observation Checklist; (3) Reading Response Journal (Site A); (4) Reading Response Journal (Site B); and (5) Student Post Intervention Survey. (Contains 8 tables.)