Writing-related activities have long been identified as supporting students' mathematics mastery and overall math success (Bahls, 2012). To further understand student experiences using writing in college math coursework, the present mixed-methods study explored the perceptions of a group of students (N = 55) in Multivariate Calculus who encountered writing-to-engage (WTE) assignments (Palmquist, 2020) at a four-year university in the midwestern USA. Pre- and post-course survey results suggest student preferences for technical and transactional writing over other forms, statistically significant positive movement away from skeptical thinking about math and math instruction, and enhanced perceptions of students' writerly selves and student perceptions that the course was relevant for future careers.