By drawing upon numerous real-world experiences with reluctant writers, the author illustrates how tapping their interests can lead to improved writing skills and attitudes toward writing. The critical link between identity and writing is emphasized. Though the experiences in this article are drawn from the author's work with basic writers at the community college level, the article is applicable for writing teachers of all levels. The author presents both practical applications and research-based responses to many of the issues facing teachers who are charged with the task of improving the writing skills of reluctant writers.