This study explored the potential of post-method thinking and reflective practice for moving EFL writing teaching 'forward' in the Centre of Higher Education of Iranshahr. The challenge that was addressed in this study was: 'How can I make English writing more attractive to the teachers in this centre and increase their commitment to the teaching of English writing?' More specifically, this study explored the impact of a series of collaborative teacher development seminars (TDS), organised by myself, on the teachers' thinking about teaching EFL writing in this context over a period of four months.