This action research project explores masters level graduate student writing and academic identity during one semester in an interdisciplinary masters program. Informing this study is a two part theoretical framework including the Academic Literacy Model (Lea and Street) and Wenger's concept of identity. The purpose of this exploration was to understand how first semester graduate students experienced academic writing and what characteristics of their academic identity emerged. A mixed-methods approach was used to collect both quantitative and qualitative data. Quantitative data included results from the Inventory of Processes in Graduate Writing (Lavelle and Bushrow, 2007) and the Graduate Student Identity Survey. Qualitative data was collected through researcher observations, student blog entries, writing group transcripts, and individual interviews. The following themes emerge from the data: (a) graduate students attribute their successes in writing to previous experiences, (b) graduate students experience struggles related primarily to academic quality and faculty expectations, (c) graduate students negotiate ways of being in the academy through figuring out expectations of faculty and program, (d) work done in the writing group meetings shows evidence of meaning-making for the graduate students, (e) the focus of the MA program was critically important to graduate students in the graduate writing project, (f) participants' role as graduate students felt most strongly in contexts that include academic activity, and (g) students acknowledge change and increasingly identify themselves as writers. Ideas for future cycles of research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]