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This article describes our experiences as six faculty members at a mid-sized state college whose collaboration grew into a substantive endeavor to improve writing pedagogy and practice across our disciplines of English, Educational Studies, Instructional Technology, Educational Psychology and Counseling. Within our practice, we approach writing in a variety of ways, including: letter writing; writing as an advanced organizer; online journal writing; rhetorical writing; and writing for critical inquiry. Also embedded within our practice is our creation of and participation in a professional community of learners. In our conclusion, we consider both the personal lessons we have learned through this collaboration and the institutional policies and practices that can support and sustain this kind of work.