This article presents a multi-theoretical model to address processes of "authorship development" in the English as a foreign language teaching profession. Working within a sociocultural perspective of second-language teacher education, the authors examined six experienced nonnative English-speaking teacher-researchers. Perceptions of their key moments in the profession were analyzed using a mixed-method approach that combined document analysis with personal narratives. The findings indicated that both "authoring" (products and activities in their profession) and "self-authorship" (transformational processes throughout their careers) contributed to constructing these English as a foreign language professionals as scholars.