(Purpose) The purpose of this study was to describe the method, barriers, and positive effects when secondary preservice teachers of diverse subject areas shared their writing with individual middle and high school students in school. (Methodology) secondary preservice teachers (N = 77) shared their writing for two minutes before class each time they went out to their 30-hour field experience in a middle or high school content area class. Toward the end of the semester, preservice teachers completed an anonymous survey containing open-ended questions. (Results) This study provided practical advice about how preservice teachers shared their writing with a student in school. The barrier cited most frequently by preservice teachers was their concern that students would not be interested in their writing (41.6%). Another concern was that students would be critical of their writing (19.5%). Many preservice teachers thought that sharing their writing helped to build a relationship with their student ("strongly agree" = 25.0%; "agree" = 48.0%). Of the preservice teachers who felt that sharing their writing helped to build their relationship with a student, 24.6% believed it motivated students to write; 21.1% believed it reduced students' writing apprehension. (Recommendations) Teacher educators are encouraged to provide opportunities for secondary preservice teachers to practice becoming writing role models, motivate students to write, and build a positive relationship with them. A copy of the survey is appended.