The use of blogging as an instructional practice has the potential to reshape teacher education. The purpose of this year-long project was to examine how blogging worked to support inservice K through 12 literacy teachers' professional development. I found that the blogging that occurred in this study demonstrated that, without support, teachers are unlikely to engage in critical reflection either in their writing of blog posts or in the comments they leave. However, providing structures that support critical reflection can reshape how teachers approach blogging and shift how they view literacy learning and instruction. How teacher educators engage with blogging as a tool is critical to supporting deep reflection.