Introduction: Academic journal publications enable widespread access to primary care research evidence. Good writing skills in primary care researchers are essential and can be nurtured within a peer-support academic writing group. We present the experience and outcomes of two academic writing groups, moderated by LKCMedicine faculty and involving Singapore’s primary care staff. Methods: The academic writing group had a peer-support, small group approach and consisted of six sessions held every three weeks. The participants completed a baseline and a follow-up survey with questions relating to participants’ demographics, research experience, aims at baseline as well as attitudes to an academic writing group and research successes at follow-up. Both surveys included the Research Spider questionnaire to assess participants’ change in research knowledge and skills. We analysed collated data using Wilcoxon signed-rank test, descriptive statistics and thematic analysis. Results: Of the 21 participants, most were female (62 percent), family physicians (43 percent) and involved in reviews or observational studies. At baseline, seven participants had a peer-reviewed publication and two attracted research funding. At follow-up, the analysis showed a significant improvement in research skill such as research protocol writing, use of qualitative research methods, publishing research, critically reviewing the literature, finding relevant literature and generating research ideas as per Research Spider. All participants appreciated the small group format and agreed that academic writing group was helpful, relevant and exceeded their expectations. Conclusion: The findings from the academic writing groups surveys convey a clear need and appreciation for academic writing support. The participants reported improvements in their research knowledge and skills and appreciation for this type of training.