This article examines the use of autobiographical writing as a metacognitive approach to develop and deepen teachers' professional learning that is not commonly addressed in traditional modes of professional development activities. The author reviewed previous investigations regarding the use of autobiographies in the context of adult and teacher learning. Likewise, she reviewed metacognitive theory to examine how it related to autobiographical writing. The author found that aspects of autobiographical writing engendered self-awareness, and reflection intersected with metacognition. Writing prompts are included to encourage teachers to reflect on their experiences and serve as springboards for writing their own autobiographies.