Since instruction in writing theory and pedagogy for preservice teachers is often limited, it is essential that teacher educators provide learning experiences that are supported by research in effective teacher preparation and make maximum impact in the time available. One of the experiences that has been identified as holding promise for effective teacher preparation is having candidates examine their personal theories and beliefs in relation to theory and practice. Personal histories or autobiographies serve to make explicit and external one's ideas, theories, and beliefs about teaching and learning. In literacy education, personal histories have been employed to examine the factors that influence preservice teachers' attitudes toward reading, the effects of specific instructional approaches, such as reading and writing workshops on teachers' perceptions of themselves as readers and writers, and the relationship between teachers' attitudes toward reading and writing and their confidence in teaching literacy. In this article, the authors report a study that used autobiographies to examine the beliefs and experiences of preservice teachers about writing and writing instruction. The following research questions were examined: (a) what are preservice teachers' perceptions of themselves as writers?; and (b) how do people and experiences shape preservice teachers' views of writing instruction and learning to write? Four themes that emerged from this study are: (1) positive self-concepts; (2) preferences for personal/creative writing; (3) salient characteristics of effective teachers and instruction; and (4) an interplay between views of the nature of writing and the perceived value of writing instruction.