This paper uses data from student journals in a TESL writing practicum to trace the process by which practice of and reflection on specific activities change awareness of and attitudes toward writing and the teaching of writing. Students highlighted four areas as problems: dread of writing, boring or intimidating topics, insecurity about writing skills, and insecurity about teaching skills (particularly providing feedback). Students also identified five strategies on the part of the instructor as most helpful in effecting change: having students design and respond to writing tasks, requiring mandatory revision, guiding peer coaching, providing guided practice in topic development, and developing understanding of the writing process. In contrast to contemporary polarized models, the paper demonstrates the necessity of integrating training and development in teacher education.