In this article we provide a "portrait" of an exemplary writing teacher and the social construction of authority he established with students in two courses. The portrait demonstrates that teacher authority is most essentially a form of professional authority granted by students who affirm the teacher's expertise, self-confidence, and belief in the importance of his or her work. We find that professional authority is neither oppressive nor incompatible with de-centered methods, effective instruction, or the kind of assertive teacher authority required to effectively lead a class. In this way, effective instruction and teacher authority become mutually reinforcing reciprocal processes.