Against a backdrop of increasing internationalization in higher education, students and teachers frequently move between learning-to-write and writing-to-learn. For example, in English as a foreign/second language (EFL/ESL) classrooms, learning-to-write would be a priority, whereas in English as a medium of instruction (EMI) classrooms, writing-to-learn may be a more appropriate goal. However, little is known about how teachers who move between such classrooms adjust their writing pedagogy as they do so. Accordingly, we bring together the views, beliefs, and experiences of three Thai university lecturers who teach across EFL, CLIL, and EMI platforms. Collectively, they serve as researchers/participants in the co-construction of joint autoethnographies on teaching English writing at Thai universities. Their emergent themes give valuable insights into how they navigate the complexities of moving between language and content concerns, expectations and realities, and idealism and pragmatism. Results also show how there is no one-size-fits-all approach for these researchers/ participants, and that both bottom-up and top-down constraints shape their actions and beliefs as writing teachers. Overall, by drawing on their combined experiences, we hope to raise awareness of the challenges placed upon English language teachers when teaching writing and provide useful guidance for those working in similar contexts. [Note: The PDF pages appear to go through page 499. The page range (482-498) shown in the citation is correct as there is a blank page in the PDF (page 487) and the next article in this issue begins on page 499.]