A review of the literature on English second language (L2) writing skills reveals a need for more research on the workplace writing experiences of L2 professionals employed in English as an additional language (EAL) contexts. Through a semi-structured interview and a think-aloud activity, this study gathered qualitative data with the aim of gaining insight into the workplace writing practices, challenges, and strategies of five EAL professionals with developing workplace writing skills, employed in Toronto. The data were initially analyzed using a thematic analysis technique, and upon further exploration, three factors were identified as influential in the development of the participants' workplace writing skills: motivation, awareness of the role of self, and awareness of the role of others.