This study investigated writing achievement in a Canadian cohort of school-aged deaf learners (N = 64). In the current context, in which most students are educated in inclusive settings and use hearing technologies, the goal was to establish whether outcomes approach those of hearing-age peers and identify demographic factors (e.g., gender, grade, additional disability, home language, hearing loss, hearing technology, auditory perception) influencing performance. Results indicated that a high percentage of participants performed in the average range or higher on a standardized, norm-referenced assessment, the Test of Written Language--Fourth Edition (TOWL-4, Hammill & Larsen, 2009). Grade, type of hearing loss, higher auditory perception scores, and absence of an additional disability were identified as variables of significance. As auditory access continues to improve, additional investigations of writing achievement in this population will be essential to further inform educational policy and pedagogical practice.