Six teacher-researchers (three elementary school teachers, one teacher of hearing-impaired, one Chapter One teacher, and one university researcher) investigated how their membership in a community of writers affected their perceptions of themselves as writers. Three themes emerged in transcriptions of biweekly meetings held over one school year: teachers as researchers, forming a community of learners, and teachers as writers. Findings suggest implications for how the participants structure their whole language classes, particularly writing workshops. These implications suggest changes in how the teacher researchers think about: (1) the writing process; (2) being ready to write; (3) integrating literature and writing; (4) giving and receiving feedback; and (5) classroom communities. (Contains 12 references.) (RS)