This paper presents the results of two independent studies that assessed the impact of writing as a learning tool in introductory-level geography courses. Student attitudes toward writing and their performance on exams were analyzed to determine the impact of writing for comprehension and application of geographical concepts. Student perceptions were mostly positive; however, there was no significant improvement in grades. As both students and instructors view writing as valuable for learning, these results underscore the need to develop alternative methods of assessment and additional studies to quantitatively determine the impact of writing on learning. (Contains 1 figure, 3 tables, and 2 notes.)