A study investigated the writing motivation of 145 third- and fifth-grade students. Because self-perceived competence and task value interact in important ways to influence an individual's motivation, these two constructs were used as the basis for measuring children's motivation to write. Students responded to the Motivation to Write Scale (MWS), a 2-part survey designed to tap students' self-perceived competence as writers and the value they place in writing. In addition, 80 students participated in an interview to discuss their writing experiences. Classroom observations were conducted to learn more about the typical writing activities of these students. A qualitative analysis revealed the important role of three factors in students' writing motivation: the teacher, the type of text students encounter, and the classroom context. (Contains 37 references and 4 tables of data. Appendixes present a classroom observation form, the Motivation to Write Scale, interview questions, teacher survey, data, and a scoring rubric.) (Author/RS)