Teachers, specifically early career teachers, report that they do not have high self-efficacy beliefs when it comes to teaching writing to adolescent students. Previous studies show that early career teachers of writing report not having much in the way of formal education on how to teach writing during their pre-service teacher education courses, leaving them with limited concept knowledge for how to teach writing during their first years. Most early career teachers default to a product-focused, teacher-centered approach to teaching writing, focusing on the form and function of the writing. With this approach, the teacher is the authority on what constitutes good writing. This approach has not shown any reported improvements in self-efficacy for teaching writing by early career writing teachers. This study explores the potential of a student-centered, asset-based approach to teaching writing, one that decenters the teacher and focuses on the process over the product, to positively influence the reported self-efficacy of the writing teacher. This dissertation is rooted in Bandura’s self-efficacy theory and two theoretical frameworks, student-centered pedagogy and asset-based pedagogy. Using Participatory Narrative Inquiry (PNI) this study focused on one participant, an early career 7/8 grade teacher of writing. Findings from this study indicate that developing further concept knowledge and utilization of student-centered, asset-based pedagogies did have a positive influence on the participant’s perceived self-efficacy for teaching writing. Furthermore, the data collection strategies that included collaboration between the researcher and the participant also had a positive effect on positive perceptions of self-efficacy for teaching writing.