This article describes a study designed to investigate the utility, motivations, and outcomes of participating in faculty writing groups before and during a university shutdown and forced quarantining due to the COVID-19 global pandemic. The study aimed to determine whether faculty writing group participation contributed to improved productivity in the area of scholarship, despite the university moving all activities to a remote format. Semi-structured interviews with faculty members who participated in different faculty writing group formats were conducted. Qualitative analysis results showed participants were motivated to join a faculty writing group to experience a sense of collegiality, accountability, and community. Benefits of participation included experiencing a sense of community during the pandemic, motivation to write more, and learning writing techniques. Drawbacks of participation centered around issues of time. For the faculty who were able to maintain participation in their faculty writing group after the university shutdown, they experienced increased collegiality and community with colleagues during an isolating pandemic.