Since writing ability has been found to be an important predictor of school success and college readiness, it is important for teachers to understand the connections between students’ attitudes toward writing, writing self-efficacy, and writing achievement. This article describes the findings from focus groups conducted with 81 students in grades K-5 during which participants discussed their attitudes and self-efficacy beliefs about writing. Focusing on the power of students’ voices, this study adds a unique perspective not often found in the affective domain of writing research. Five broad themes emerged related to students’ writing attitudes including: (1) feelings about writing, (2) writing self-efficacy, (3) motivators for writing, (4) teacher influence, and (5) writing preferences.