To facilitate the learning of writing of students with autism spectrum disorder (ASD) in a setting that is inclusive, it is instructive to examine writing difficulties from a strength-based perspective by looking at the meanings students give to writing activities. This qualitative study explored the meanings and motives for writing of two 14-year-olds with ASD through their writing activities both in and out of school. Data were collected through interviews and filmed participant observation. The data analyses were cross-referenced to understand the students' motives for writing. This study suggests that bridges can be created between students' motives for writing in school and out of school. Our findings pave the way to new approaches in teaching writing in schools.