Students often quote “writing” as the most challenging aspect of acquiring a language. An inherent fear of not being able to construct sentences coherently in the first few attempts coupled by inadequate writing instructions are certain reasons why students feel demotivated to write. Teachers too seem to carry the opinion that it is very difficult to teach ‘writing’ and that it can only be ‘learnt’ with proper guidance. Writing requires a deliberate and sustained effort from the learner. However, like any other skill, writing too can be ‘learnt’ provided the right set of conditions exists. These conditions or influencing factors, can significantly enhance the process of ‘learning to write’. Some of these factors include a positive student-teacher relationship, classroom environment, intrinsic learner motivation, and positive feedback systems. These factors have varying degrees of influence on learning writing. This paper seeks to understand the perspectives of teachers and students on the influence of these factors in a real learning environment and their impact on the learning outcomes with specific focus on writing. © BEIESP.