(Purpose) The purpose of this study was to describe secondary preservice teachers' (N = 113) past favorite writing experiences and its implications for including writing in their future instruction. (Methodology) Data was collected through a survey and drawings. (Results) Preservice teachers' written answers were helpful to inform specifically about what they were writing. Their drawings were valuable to convey a sense of place where their favorite writing was written and to reveal their feelings. Although preservice teachers wrote in many different genres, each found an authentic audience. Most preservice teachers recalled that their favorite writing experience was relatively recent: half in college and more than a third in high school or middle school. About half of preservice teachers (51.3%) had their favorite writing experience due to a school assignment. Preservice teachers thought that their favorite writing experience suggested that as teachers they should offer students choice and a comfortable writing place,as well as make writing relevant and useful, in order to prompt their students to put more time and energy into their work. Although, the potential of writing depends on the time and work of teachers, few secondary preservice teachers spoke of this responsibility. (Conclusions) School writing assignments can become favorite writing experiences, if they offer choice, relevance, and therapy. (Recommendations) Thus, teacher educators are encouraged to ask preservice teachers to reflect upon their past writing experiences in order to enrich discussions about fostering engaging and worthwhile writing experiences for their future students. (Additional data) (Contains 4 tables and 11 figures.)