Historically, learners with autism spectrum disorders (ASD) have not had access to the general education curriculum. Current legislation mandates that "all" children, including children with ASD, have access to and make progress in the general education curriculum. This article contains a review of the literature on writing instruction for children with ASD. Investigation yielded 15 studies with 29 participants with ASD ages 4 to 21 years. Based on the studies reviewed, we concluded that students with ASD benefit from explicit writing instruction, but more research is needed to establish an evidence-based set of practices to guide educators in the development of effective writing programs for this population of students. Strategies that are particularly promising and suggestions for future research are given. (Contains 2 tables.)