This action research study investigated a model of professional development designed to encourage elementary language arts teachers to adopt a more reflective approach to literacy instruction. The model consisted of monthly negotiated-topic study group sessions, theoretically-based reading, and dialogue journal writing. This paper focuses on the unexpected outcomes that occurred as a result of teachers keeping professional journals. The informants in this year-long study were K-5 elementary school teachers (N=13), the school's principal, and the researcher. The inquiry method used was situated on a continuum between traditional qualitative and critical narrative research models. The major findings related to journal writing this study included: (1) writing proved to be the least preferred and most problematic part of the intervention for teachers; (2) participants reacted with much greater emotionality to journal writing than to the other interventions; (3) prior negative experiences with writing or journals had an effect on how teachers related to the project; and (4) there was a high level of reflective thought in the journal entries of most of the teachers. The findings point to the importance of defining the personal and social contexts in which journal writing takes place and the effect different contexts have on the event. (Contains 24 references.) (Author)