This paper considers the identity of the English teacher, paying particular attention to the English teacher who is also a writer, or, "teacher-writer". Applying a degree of self-study, the author examines her own pathway into becoming an English teacher, noting that entry requirements to become an English teacher in Australia show a preference for prospective teachers to be readers rather than writers. This paper further argues that relatively little is known about the affordances of being a teacher-writer due to the multi-faceted nature of the subject and the prominent research interest in examining the developing the skills or confidence of writing teachers, rather than examining those teachers who already identify as skilled or confident writers. A literature review is then applied to the fields of English teacher identity, creative professional identity, and the teacher as a writer in order to identify prominent findings and debates. This paper concludes by calling for further research in the field of teachers as writers.