The objective of this study was to explore writer identity in elementary school teachers’essays Using the essays which twenty teachers had written, this study analyzed their writer identity, their attitude about writing, factors in writer identity formation. Teachers did a course in writing instruction at the graduate school of education and wrote the essays to introspect the self as a writer, the attitude about writing, own history of writing. The sentences in teachers’ essays which their views and attitudes were expressed explicitly were used as research material for analysis. This analysis shows that teachers have negative writer identities more than positive writer identities. Teachers report that they can not write well and have difficulties in writing and feel overwhelmed by pressure and fear when they made their compositions. Also they hardly write except job-related writing, although they teach writing to students. Many teachers reported that they hadn’t taken writing lessens in their school days, which might be an important factor of their writer identities construction. Compliment, recognition and interest from teachers, peer group, and parents and prizes affected teachers’ confidence as a writer and their attitudes towards writing. However they have become reluctant writers as they have grown up. Teachers’ teaching method is influenced by their views on the self as a writer, their attitude about writing and their writing experiences. Therefore writing teacher needs to understand one’s image as a writer and improve oneself as a writer. Also opportunities and resources should be provided to construct positive identity and grow up to autonomous writer in pre-service teacher and in-service teacher education.