This study aims to understand how faculty identity development is related to a differential use of writing genres in the teaching and research spheres of activity and whether this development follows different paths, on the bases of faculty perceptions regarding what they consider their main goal at university and their preferred sphere of activity. Participants (N = 67) answered the online survey "Faculty identity and academic writing." A mixed-method design combining quantitative and qualitative data analysis was used. Results showed first that the most often used genres were "written exams" in the teaching sphere of activity. Second, activities related to the research sphere, such as "writing-related activities" and "participation in events" were the least reported while "evaluative activities" were mentioned in all spheres. Third, faculty's perceptions regarding their main goal at university (research) were not in alignment with their preferences (teaching). Writing genres used and activities reported closely mirror preferred spheres of activity and mismatch faculty's perceptions of their main goal at universities. In conclusion, sphere of activity preferences relate to different paths of faculty's identity development.