The purpose of this study was to characterize the teacher's eye gaze and corresponding focus of attention, in the context of children writing characters. The subjects included seven teachers (teacher group: T-group) and seven controls (non-teacher group: NT-group). Using an eye-tracking apparatus and the attached software, we measured the subjects' eye gaze area and gazing time as they viewed 10 serial photographs of a boy writing characters. We also obtained subjective reports from both groups concerning their eye gaze area and comments related to writing guidance. We found that though both groups paid attention to almost the same areas, they differed in gazing time (fixation length), time to first fixation, and subjective reports. When watching a boy's whole body, T-group participants looked to the boy's face earlier than to his hand. They also looked earlier at the facial area than NT-group participants did. In the subjective reports, total numbers of comments about writing guidance did not differ between groups, but when limited to the entries describing praise, the counts (numbers) were greater in the teachers' group. Based on these results, we discuss characteristics of the teachers' eye gaze and questions of interest that remain.