||In Austria teachers have the opportunity to attend special professional development programs organized by the IUS/university of Klagenfurt. The programs are orientated towards action research and support teachers in developing their teaching skills and updating their knowledge of the subject they teach. The teachers systematically reflect their professional work and have to write case studies about innovations in their schools. But for many of them the writing process is very difficult. They write first drafts, get feedback and do the final work. They discuss the papers in groups in which mutual understanding and constructive criticism are fostered. Nevertheless for some of them writing costs a lot of energy and the question occurs if paper-writing is really necessary for their professional development. The problem I wanted an answer for was why they do it anyway. The work is based on a theory of Falko Rheinberg, which deals with incentives for special activities. 115 persons filled in a questionnaire and a few of them were interviewed. The main result was that teachers, who passed through a writing process only once, changed their mind and saw a lot of reasons that make it worth to overcome the difficulties and to write reflective papers. The most important reason for them was ‘I write because I develop and learn something new’. They also stated that they see things clearer after writing and that they write to get feedback. The results of the research may help teachers who did not yet go through a writing process to accept the challenge of writing about their work.