Over the years, educators have noted how writing can support mathematical learning; however, little research has been done examining how mathematics teachers respond to writing. In this study, I followed the experiences of six teachers as they took a graduate class which required that they explore mathematical concepts with technology and post their written findings on the Internet. I found that the two participants who seemed to most favor the writing tended to engage in self-questioning. Based on this finding, I recommend mathematics teacher educators use explicit instruction that promotes self-questioning to guide mathematics teachers in their writing experiences.