This paper explores the effects participation as writers has on the identities teachers take on when they are both writers who teach and teachers who write. This paper focuses on three interview participants and explores their encounters as writers as they engaged in the "risky" business of being writers, within and beyond school. A narrative inquiry methodology is used to interrogate the data about the teachers' lived experience of being writers while also being teachers of writing. "Participant narratives" are used to present the data and to explore the impact being a writer has on participants' discursively mediated identities.