Adolescents with learning disabilities need explicit supports to improve their written expression, but those structures and supports are best utilized in an environment that promotes authentic writing resembling the writing students will produce in adult life and work. Classroom blogs may offer special educators an authentic context for writing while still giving students the support they need. The authors give a rationale for classroom blogs as well as a step-by-step guide to implementing blogging with secondary students with learning disabilities. A hypothetical narrative accompanies the text to illustrate how blogging might unfold with specific students. (Contains 1 figure.)