Abstract Although the act of writing should, theoretically, facilitate grammatical development for second language learners even more so than speaking, most of the empirical research only indirectly supports this view, and some research even contradicts it. In this chapter, I first discuss theoretical support for the role of writing in grammatical development and then summarize related research with six different foci. Next, I propose studies related to these areas, including some conceptual replications and extensions, that might help illuminate any facilitative effects, or lack thereof, on grammatical development through writing.