Written expression is critical to the full participation of individuals with autism spectrum disorder and complex communication needs in a wide range of educational and community contexts. Unfortunately, the extant research on teaching writing to this unique population is limited and, thus, provides little guidance to practitioners in the design of instruction. In this article, the authors present a set of recommendations extracted from the available research literature on teaching writing to students with autism spectrum disorder, offer examples of their successful application, and suggest areas of future research.