This article features a discussion of what contemporary research tells us are the most significant factors that individually and collectively serve to thwart the writing development and performance of students with LD. Support is drawn from recent research syntheses, as well as individual studies. I begin with an overview of skillful writing and the process of developing writing competence. Next, I provide an overview of students' difficulties with respect to planning, text production, and revising. Finally, a discussion of motivation in writing is offered. Together, this information provides a framework to better understand why students experience difficulty with writing. Thus, the likelihood that targeted and effective instructional opportunities will be designed and assessed is increased.