This paper documents shifts in English teachers' knowledges and practices as a consequence of their involvement in a jointly funded Griffith University and Queensland Department of Education English Teacher as Writers Project. The pilot research uses an exploratory case study methodology to explore what works when it comes to challenging teachers to rethink and reshape their creative writing identities as a precursor to rethinking and reshaping their creative writing pedagogies and practices. Using data collected from interviews with participating teachers, a suite of dialogic creative writing workshops led by the research team (paper's authors), and a celebration evening, our approach offers possibilities for re-imagining how professional learning might be enacted in ways that are generative, respectful, and capable of enriching both classroom and personal identity.