This article investigates the extent to which Year One B.Ed student teachers arrived at university already possessing self-confidence as writers. Both quantitative and qualitative methods of data collection were used to identify students' self perceptions and confidence as writers and their understanding of processes of written composition. The article argues that to consciously engage student teachers in the writing process and to require them to reflect on that process can lead to their self efficacy as writers. Evidence from this study suggests one's self-confidence, as a writer, is enhanced by explicitly engaging in self reflection of one's own approaches to writing. The findings have implications for course design of literacy components in teacher education internationally.