Reflection can play a critical role in an educational leader's capacity to sustain and improve their leadership practices. Reflection in the form of writing allows leaders to slow down and carefully attend to their own thinking before facilitating collective thinking and decision-making in those they lead. Though educational leaders are often focused on supporting the development of writing skills in their students, writing is equally important for themselves as leaders. This paper examines the journey of three K-12 practitioners who experience reflective writing as a core curricular component of the Masters in Public Education Management program at Yale School of Management. We offer our perspectives on having dedicated writing time in the leadership development curriculum as well as recommendations for practitioners seeking to infuse reflective writing into their individual and organizational leadership praxes.