This article presents a case study on two fourth grade students with learning disabilities in two different writing situations: writing for test preparation and writing for digital stories. The students' writing behaviors, processes, and products in these two settings are contrasted. The differences in the students' writing experiences suggest that classroom teachers need to transform our teaching of writing by drawing on students' home literacies to ignite their passion and creativity. The research findings demonstrate that a test-driven teaching approach tends to limit students' ability as learners. Also, in contrast, instruction that values students' technological expertise energizes students' learning, helps them to reach their potential, and ensures their school success. The article concludes by advocating for change in classroom teachers teaching methods and curriculum by inviting students' home literacies into school, valuing their interests, and preparing them to be literate citizens for the 21st century.