This article outlines a writing study circle aimed at enhancing the writing instruction practices of teachers working with adult learners. The study circle focused on professional development, collaboration, and reflection as key components to improve both the quality and quantity of writing produced by adult learners. The study circle's design, purpose, and process are provided, along with a description of participants and core assumptions. The results of the study circle and implications for writing instruction in adult education are also discussed, offering insights for educators interested in improving adult learners' writing skills.