This longitudinal qualitative inquiry examines the possibilities that writer's workshop created for two experienced teachers and their English learners (EL) as they came to know and see each other and themselves in more complex and holistic ways. This inquiry addresses ways that writer's workshop not only altered the practice of experienced teachers, but also provided a platform for ELs to demonstrate their abilities, understandings, and interests. Writer's workshop fostered and sustained networks of relationships where views of self and "the other" became more additive and honouring and where the lives and experiences of students were welcomed into the literacy community.