Writing effectively in a second language can be one of the most challenging tasks second language learners must undertake and master. English teachers are in a good position to implement the types of supports that can move ELLs toward success in academic writing by providing exposure to and practice with different genres of academic writing, finding ways to provide time for ELLs to engage in the task, building academic vocabulary, and providing effective feedback that ELLs can use to improve on what they are doing. Writing for ELLs is not an easy task and the process can frustrate both students and teachers, resulting in either less writing or reducing the teaching of writing to grammar drills and templatized writing activities, neither of which will facilitate the development of authentic writing skills. Positive results can come from small changes to English teachers' approach to writing instruction for ELLs. Based on the feedback the author received from approximately 100 inservice teachers who participated in workshops or courses she taught over the last school year, she has identified four main challenges that emerged from a combination of survey data, reflective writing, classroom observations, and interview sessions. In this article, she offers solutions to these challenges.