The purpose of this study was to explore, narratively, teachers' perceptions of self/identity as teachers, as writers, as teachers of writing, and how those perceptions shaped the instructional practices of teachers. Basing the study in research on writing theorists, identity, experience, and reflection, narrative inquiry in the tradition of Clandinin and Connelly formed the phenomenon and methodology. Construction of narratives of writing, teaching, and teaching of writing appeared in journals and in field texts. Personal artifacts included childhood elementary writing pieces, journals, professional writings, photographs, and emails. Interpreting the narrative threads teased from the data through metaphor, the narratives shared in the teacher study group and the individual journals appeared to bring forward the need to open spaces for individuals to reflect and build positive, authentic writing experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]