The main purpose of this study was to examine a difference between students without writing disabilities and students at risk for writing in terms of writing self-efficacy. In this study, 63 second graders from B elementary school in the A city were participated. Picture-Word Prompt measure was administered for 5 months. Based on the these results, we found 11 students at risk for writing. In order to assess self-efficacy, we used two different measures: general writing self-efficacy measure and functional writing self-efficacy measure. This study showed that there were no significant differences between students at risk for writing and students without writing disabilities in terms of writing self-efficacy. Educational implications and limitations are presented.