This article provides recommendations for teachers to better prepare 3rd through 12th grade students with learning disabilities for large-scale writing assessments. The variation across large-scale writing assessments and the multiple needs of struggling writers indicate the need for test preparation to be embedded within a comprehensive, evidence-based writing curriculum. In addition, students with learning disabilities can benefit from instruction in self-monitoring and self-evaluation of their writing and in understanding writing test formats. Finally, teachers should support the affective needs of students when they are taking large-scale writing assessments. Teacher vignettes as illustrative examples are provided for each recommendation.