This presentation investigates how an early career L2 writing teacher-researcher negotiates constraints and opportunities for professional development and identity construction. Utilizing an autoethnographic interpretive approach, the account reflects on the presenter’s MA TESOL program experience at a Japanese university while simultaneously working as an assistant professor in the Humanities department of another Japanese university. The presentation shares a self-reflexive analysis of how current EFL writing teacher education is situated in relation to dominant North American themes, trends, and pedagogical conceptions. Finally, the presentation offers insight into negotiating the challenges of becoming an L2 writing teacher-researcher in terms of professional development and identity formation by reaching out to the international L2 writing community, presenting and publishing research, and reflecting on notions of self-efficacy.