The aim of this study is to examine the relationship between fourth-grade primary school students’ story-writing skills and their motivation to write. The study group of the research is made up of 165 fourth-grade students. The study was conducted within the framework of the survey model. Within the scope of the research, the Motivation to Write Profile, an assessment tool developed by Codling and Gambrell [7], was used to measure the students’ motivation to write, while the 6+1 Analytic Writing and Evaluation Scale adapted to Turkish by Özkara [26] was used for assessing the students’ story-writing skills. In the study, it was determined that female students’ writing motivation scores were higher than those of male students and that, moreover, female students’ story-writing skills were more developed than those of male students. Furthermore, it was seen that the students’ story-writing skills had a significant positive relationship with the value they placed on writing and with their self-efficacy as writers.