This qualitative case study explores the trajectory of one English writing teacher's self-directed development. The teacher's self-directed development incorporated the use of drama-based pedagogy, in assisting student writers' topic knowledge development. The study shows that the teacher's initial journey of self-directed development was zigzag, as it required him to constantly adapt his teaching based on understanding and meeting each student's individual needs. The interaction between the student writers' perceived usefulness of drama-based pedagogy in relation to their individual needs and the teacher's constant agency in solving emerging issues also enhanced the teacher's conceptualisation of the self-directed development.