Adopting ‘vulnerability’ as an analytical lens and informed by a qualitative case study approach, the present study investigates two Chinese scholars’ academic writing and publishing practice. The findings reveal different sources and forms of vulnerability that influenced the participants’ professional engagements, social interactions and emotional experiences in academic writing and publishing. The findings also demonstrate how the participants developed their advanced academic literacy about writing and micropolitical literacy about publishing to cope with potential vulnerability, and went on to construct their preferred identities as academic researchers and writers. The paper ends with some practical implications on how to promote a supportive and sustainable publishing culture in higher education.