Research in the UK and Australia confirms that Secondary English practising and pre-service teachers are typically characterised as great readers. Indeed the subject position of English teacher entails a "love" of reading (Peel, 2000). However there is no corollary with writing. Few English teachers are simultaneously 'writers' in any sustained, pleasurable or publicly successful ways. This paper analyses data from collective biographies and interviews with beginning and experienced secondary English teachers about their own writing practices and experiences and the relationship between these, issues of affect and classroom pedagogy.