Purpose: The purpose of this study was to explore 71 secondary preservice teachers' attitudes about and experiences with sharing their content area as well as recreational writing with teenage students. Methodology: Preservice teachers who were enrolled in a required secondary content area literacy course in a Midwest university, including 48 in a 30-hour practicum connected to the course, and 23 who were not in the practicum because their majors included special education, music, and physical education participated in this study. All completed an anonymous survey at the end of the semester. Results: More preservice teachers in a field experience shared their writing than those not in the field experience. Preservice teachers who reported enjoying writing and had low writing apprehension were more likely to share their writing. Conclusion: Preservice teachers thought that it was motivating to students to share examples of their writing. Preservice teachers valued the students' input about their writing. Barriers included the effect of writing apprehension, the belief that students did not care, and lack of recreational writing. Recommendations: It is recommended that preservice teachers be shown how to share their writing with teenagers and be given an opportunity to do so during their teacher education coursework. An anonymous survey is appended. (Contains 9 tables.)