Academics who find themselves institutionally situated in a new or non-traditional discipline with the expectation for scholarship will benefit from the perspectives and learnings of a diverse team of educational developers who share a common scholarship goal. We position ourselves as belonging to a microculture (), as we share a working context in which our collaborative writing norms and traditions are currently in development. In this chapter, we provide examples of, and reflect on, the following collaborative writing activities in which we have been involved at different times: writing in an interdisciplinary team, leveraging a project into scholarly writing, gathering together to write in group settings, fostering writing productivity through retreats, and facilitating a virtual collaborative writing group. We address models, approaches, strategies, strengths, limitations and recommendations that relate to our different experiences. These make visible the assumptions, norms, practices and conventions regarding how we write and publish in the context of our microculture where limited time is allotted to scholarship. Ultimately our narratives converge around the themes of valuing difference, attending to process, and critically reflecting on our writing practice.