This pamphlet examines the Writing-to-Learn project of the University of Tennessee (Knoxville), a writing-across-the-curriculum (WAC) program. The WAC theory is first discussed in terms of three primary approaches to linguistic behavior as reflected in three predominant attitudes toward composition theory in use today: the traditional, the empirical, and the epistemic. Next, the Writing-To-Learn program is described, including three examples of two writing assignments and scoring guidelines for the readers. The pamphlet then discusses several of the lessons learned that faculty should consider prior to initiating such a program. Comments of Liberal Arts faculty, English faculty, students, and graders suggest that the writing-to-learn program not only demonstrated a successful way to implement writing-to-learn methodology, but also was recognized as a valuable experience. The benefits and values of the program are highlighted; the greatest benefit being that students taking the program have greater mastery of the liberal arts course material and develop better thinking and writing skills. (Contains 21 references.) (GLR)