Social work educators concur that writing and critical thinking are basic components of effective practice, yet students are often deficient in these skills. Although there is agreement among educators about the need to enhance students' writing skills, there is little understanding of the nature of students' problems--a necessary step in the development of effective educational approaches. This article reports on a qualitative study that sought to understand which factors contributed to the weak writing skills of a group of social work undergraduates. Based on its findings and analysis of previous literature, the authors suggest a set of interrelated components that influence students' writing. The study's findings may contribute to the development of potential solutions to this persistent problem.