A study investigated how future teachers viewed themselves as writers and writing teachers and how these identities were being addressed in teacher education programs. Subjects, 226 student teachers at Middle Tennessee State University, responded to a questionnaire designed to measure both writing apprehension and beliefs about the role and responsibility of all teachers in teaching writing. In addition, 60 teacher education students responded in journal form to questions about themselves as writers. The responses were analyzed for recurring patterns and themes. Teacher education faculty responded to questions related to how and to what extent the identity of the teacher as a writer and a teacher of writing was treated in their respective courses and programs. Results indicated that: (1) future teachers' feelings about writing were heavily influenced by the nature of the writing task and whether the writing was being evaluated; (2) most future teachers desired more writing instruction than they received; (3) future teachers lacked confidence in evaluating the writing of others; (4) the identity of the teacher as a writer and teacher of writing was addressed minimally in teacher preparation programs. Recommendations for improvement of teacher education include allowing for more student choice in writing assignments; using journals extensively as tools for expression and reflection; reducing writing apprehension through process-oriented approaches; and providing more training for teacher educators interested in developing the writing attitudes and abilities of their students. (Contains 96 references and 5 tables of data. Survey instruments are attached.) (Author/RS)