The focus of this research is on the practice of education examination question writing. Educational examinations are tests that are taken by candidates in schools or colleges but that are externally developed, administered and marked by an assessment organisation. Whilst the practice of writing external examination questions is ubiquitous, previous research in this area is limited and has tended to adopt a cognitivist approach. This current project sought to extend this area of enquiry by looking at educational examination question writing as a socio-cognitive process. The project involved a group of seven examination question writers (known as "setters") from a range of subject areas. To capture evidence of question writing practices, each setter was observed remotely using video technology whilst they carried out a question writing task. The video material was then used to facilitate a stimulated recall session where individual setters could explain the processes that motivated their observed behaviours. Analyses suggested that the setters shared a common model of the writing process, which comprised three basic but interconnected phases: thinking about writing; writing and reflective thinking; and reviewing. In addition, question writing practice was influenced by the social system of examining through the way in which the setters considered a variety of perspectives during the writing task. This insight gives an indication of how setter practice develops; implicating a sociocultural perspective which suggests that the broader social context of examination question writing is an inevitable influence on setter practice.