Nikki Aharonian, an experienced primary school teacher and leader of professional learning in Israel, discovered the powerful influence of writing in learning when she embarked on postgraduate studies. Writing and written conversations were central to her learning experience and teacher-writing in professional learning and identity development became the focus of her study. After reflecting on her experiences and exploring the literature calling for teachers to write in the past two decades, she was eager to introduce teachers in her own professional environment to this non-traditional form of learning. This narrative relates her experiences as she introduced narrative writing and collaborative reflection to a group of Israeli literacy teachers in a professional learning framework.