This article reports on the results of a qualitative, interview-based study in which multilingual writing faculty based at the American University of Beirut, in Beirut, Lebanon, read and responded to "core" texts of composition scholarship primarily published in North America, for a North American audience. This study is premised on the assumption that composition researchers located in North America can learn a great deal about the culturally and linguistically specific assumptions that form the base of our discipline from listening to the responses of teachers of writing in other geographical, cultural, and linguistic contexts. Participants' responses highlight, in particular, the contemporary challenges faced by, and the values attached to, the teaching and learning of writing in multilingual, international contexts of higher education.