This article explores the spaces for possibilities of a pedagogy of authorship in teacher education. A critical, transformative framework is considered within the current practices and contexts of pre-service teachers. It examines ways to address students' fears in their own writing, and suggests ways to enhance confidence through authorship, so that they may discover the potential for authentic writing experiences in their future classrooms. New teachers must learn standards set by school districts, states, and under NCLB, which may cause a desire to rely too heavily on scripted teaching. Finding voice through authorship of original self-published books, has great potential in addressing these needs of students in today's classrooms. The approach described in this article draws primarily from the work of Alma Flor Ada and Isabel Campoy (2004), and their book "Authors in the Classroom", which was designed for practicing educators. The authors of this article describe their experiences working with student teachers, and suggest ways that authorship could become an essential component in teacher education. They present examples of student work that illustrate authorship as a way to develop their own voice. Authorship is discussed as a profoundly useful pedagogy for assisting their future students in development of voice and identity as well as critical writing process skills.