In 2010–11 a small-scale New Zealand research project explored ways to develop teachers' skills, and the sense of their own efficacy, as writing instructors. The project involved six teachers from four secondary schools, eight teachers from four primary schools, and four academic researchers. The project was centred on a writing workshop: a five-day, intensive experience designed to establish a community of practice as a means to develop teachers as writers and to cultivate teachers' self-efficacy, or belief in their own effectiveness, as teachers of writing. This article describes one case study of one primary teacher. It relates her personal experiences of peer group response in the writing workshop and how she in turn implemented this approach in her own classroom.