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This case study (Merriam & Tisdell, 2016) examines the final projects of two secondary teachers in a graduate course about writing pedagogy. Teachers created digital essays along the lines of the National Public Radio’s “This I Believe” essays, which articulated their beliefs about the teaching of writing. We posed two research questions: a) What pedagogical understandings do teachers identify as their beliefs about writing and how do they represent those ideas in a digital composition? b) What did teachers learn from participating in the process of composing a digital essay? We found that teachers “reimagined” the teaching of writing, were personally drawn to the assignments in ways that surprised them, and realized the power of digital tools to accomplish what words simply cannot fully capture.