This article presents findings from an ethnographic, rhetorical study of children's experiences with free-time writing in so-called author schools for children in Denmark. The study is guided by two research questions: What characterizes writing enjoyment in the context of free-time author schools for children, based on children's own experiences? and How can insights from children's writing experiences in author schools inform broader pedagogical considerations about writing in formal school settings? The aim of the article is to contribute empirically grounded knowledge about writing enjoyment in an out-of-school teaching context and to explore how such knowledge might inspire broader considerations about a pedagogy for enjoyable writing experiences. Findings point to four core dimensions of writing enjoyment as expressed by the children: (a) writing together with others in a community of writing, (b) being free in writing and experiencing agency, (c) using imagination in writing to explore ideas and stories, and (d) being taught by an author, someone who is herself a writer. These insights are considered in relation to existing understandings of writing enjoyment and discussed as inspiration for a writing pedagogy that is experience centered rather than performance centered.